Available Online: 28 September 2020
Qassim University, Saudi Arabia (firstname.lastname@example.org)
Students’ preferences for oral error correction can be one of the crucial elements that influence their success in language learning. If teachers try to identify and match these preferences, this can increase the students’ eagerness to learn the target language. As error correction is one of the essential practices in language classrooms, students need to be given a chance to express their preferences about how they prefer to be corrected, and teachers need to acquaint themselves with students’ preferences. The aim of this study was to determine male and female Saudi EFL students’ preferences for the correction of oral errors and to find out the similarities and differences between their preferences. Concurrently, the extent of teachers’ awareness of Saudi EFL students’ preferences for the correction of oral errors was also investigated for the first time. One hundred Saudi EFL students (50 males and 50 females) enrolled in an intensive English course at Qassim University, Saudi Arabia, were randomly selected to participate in this study. Furthermore, eight teachers were included in this study. The data was collected through the administration of two questionnaires. The results revealed that the preferences of the male and female students were very similar. The teachers were aware of most of the students’ preferences but they were unaware of some of their preferences. The study clarified that the students preferred to be corrected in a certain way. For example, they did not want their teachers to correct their errors in private sessions.
Keywords: timing; privacy; self-correction; peer correction, techniques
Cite this article:
Alharbi, H. (2020). Saudi EFL students’ preferences for correction of classroom oral errors: Are teachers aware? International Journal of Research Studies in Education, 9(6), 87-102. https://doi.org/10.5861/ijrse.2020.5001