Teachers’ Perceptions and Students’ Preferences about Error Correction in Virtual Speaking Classes: a Qualitative Study |
کد مقاله : 1096-CNF |
نویسندگان |
مکرمه بیات *1، محمد علی رباط جزی2 1دانشکده زبانهای خارجی . دانشگاه حکیم سبزواری 2مدیر گروه و دانشیار گروه زبان انگلیسی- دانشگاه بجنورد |
چکیده مقاله |
Virtual learning and teaching environment currently needs further detailed studies about the correspondence between teachers’ employed corrective feedback strategies and learners’ preferences. Thus, the present study was aimed at investigating this relation in virtual speaking classes through a qualitative study phase with 4 teachers and 12 university students in Iran. The data collection process consisted of video-recording the virtual classes, collecting teachers’ and students’ reflective journals, and stimulated recall interviews. Regarding the content analysis method, the codified words and expressions were analyzed. The results showed that teachers employed immediate correction strategies for grammatical errors and recast vocabulary and pronunciation errors. However, most students preferred recast and delayed correction for grammatical aspects. Another conclusion was that students preferred pragmatic and semantic corrections while the teachers were concerned about syntactical and pronunciation errors. Some students believed that the immediate correction of pronunciation and grammatical errors would disturb their thinking process; therefore, teachers should be more conscious of and cautious about the potential of different types of correction, their time-based usage as well as the content-based implications. |
کلیدواژه ها |
error correction, delayed and immediate correction, content analysis, virtual speaking classes |
وضعیت: چکیده برای ارائه پذیرفته شده است |