Earticle

초록

영어

Comparing student and teacher attitudes toward various aspects of language and instruction including the way writing errors are corrected is a fruitful activity in langage education and SLA classroom research. To contribute to this line of inquiry, the present study investigated the preferences of 30 EFL teachers and 100 L2 students as to various language features as well as error marking techniques in writing. Two questionnaires were developed to elicit views of students and teachers on various error correction techniques in L2 writing. To add a qualitative dimension to the study and to triangulate the findings, nine teachers who took part in the survey study were invited for follow-up interviews. The results revealed that there are noticeable differences in the preferences and attitudes of teachers and students toward issues related to marking writing papers. Furthermore, not only were differences observed between students and teachers in terms of their preferences and attitudes, but there was also disagreement between teachers themselves and among students as to the most appropriate error correction techniques. Further results and implications of the study are discussed in the paper.

목차

Abstract
 Introduction
 Purpose and Research Questions
 Research Methods
  Participants
  Data Collection Instruments and Procedures
 Results
 Discussion
 The Amount of Corrective Feedback Students and Teachers Think is Useful
 Teachers’ / Students’ Preference for the Correction of Different Types of Errors
 Students’ / Teachers’ Evaluation of Various Error Correction Techniques
 Conclusion
 The Authors
 References

키워드

저자

• Maghsoud Alizadeh Salteh [ Farhanghian University, Iran ]
• Karim Sadeghi [ Urmia University, Iran ]

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  The Journal of AsiaTEFL

• 간기

  계간

• pISSN

  1738-3102

• eISSN

  2466-1511

• 수록기간

  2004~2026

• 등재여부

  SCOPUS,KCI 등재

• 십진분류

  KDC 740 DDC 420