Students Perceptions on Oral Error Correction at a Chilean High School

Authors

  • Carlos Campusano Ph.D. Student, Awang Had Salleh Graduate School of Arts and Sciences, Universiti Utara Malaysia, Sintok, Malaysia
  • Aizan Yaacob Lecturer, College of Arts and Sciences, Universiti Utara Malaysia, Sintok, Malaysia

DOI:

https://doi.org/10.47607/ijresm.2020.393

Keywords:

Correction methods, Errors, Feedback, Oral error correction, Perceptions, Preferences

Abstract

Given the scarce literature focusing on students’ perceptions and preferences on oral error correction especially at secondary school level, this study intended to provide some insight on this important issue on English language teaching by exploring the perceptions and preferences of 149 secondary school students in Chile regarding oral error correction. An adapted version of a survey developed by Katayama (2007) was used to explore their general attitudes towards error correction and their preferences for correction of different types of errors as well as particular correction methods. Frequency distribution was calculated to analyse their Likert-scale answers. The results showed that the majority of the respondents regarded error correction as something crucial to improve their proficiency in English. They also favoured those correction techniques in which they were clearly informed about their errors or those in which they participated to correct them.

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Published

04-12-2020

How to Cite

[1]
C. Campusano and A. Yaacob, “Students Perceptions on Oral Error Correction at a Chilean High School”, IJRESM, vol. 3, no. 12, pp. 1–5, Dec. 2020.

Issue

Section

Articles