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CORRECT ME IF I AM WRONG: INVESTIGATING THE PREFERENCES IN ERROR CORRECTION AMONG ADULT ENGLISH LANGUAGE LEARNERS

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Date Issued:
2010
Abstract/Description:
The purpose of this study was to investigate the existence the educational backgrounds of adult English Language Learners and their preferences in error correction. Fifty participants completed surveys of their educational and demographic backgrounds and beliefs about error correction, and then ranked video clips of different types of error correction in terms of perceived usefulness. The survey examined the affective impact of oral error correction and studentsÂÂ' preferences regarding which errors merited correction and when and how these errors should be corrected. Participants with differing educational backgrounds expressed similar beliefs concerning the error correction and similar perceptions of the affective impact of CF. The findings of this study indicated that teachers may run more risk of disappointing students by not meeting their expectations than they do of causing them a negative emotional experience through correction.
Title: CORRECT ME IF I AM WRONG: INVESTIGATING THE PREFERENCES IN ERROR CORRECTION AMONG ADULT ENGLISH LANGUAGE LEARNERS.
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Name(s): Smith, Hillary, Author
Mihai, Florin, Committee Chair
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2010
Publisher: University of Central Florida
Language(s): English
Abstract/Description: The purpose of this study was to investigate the existence the educational backgrounds of adult English Language Learners and their preferences in error correction. Fifty participants completed surveys of their educational and demographic backgrounds and beliefs about error correction, and then ranked video clips of different types of error correction in terms of perceived usefulness. The survey examined the affective impact of oral error correction and studentsÂÂ' preferences regarding which errors merited correction and when and how these errors should be corrected. Participants with differing educational backgrounds expressed similar beliefs concerning the error correction and similar perceptions of the affective impact of CF. The findings of this study indicated that teachers may run more risk of disappointing students by not meeting their expectations than they do of causing them a negative emotional experience through correction.
Identifier: CFE0003062 (IID), ucf:48326 (fedora)
Note(s): 2010-05-01
M.A.
Arts and Humanities, Department of Modern Languages
Masters
This record was generated from author submitted information.
Subject(s): ESL
corrective
correction
error
treatment
feedback
adult English language learners
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0003062
Restrictions on Access: public
Host Institution: UCF

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