Secondary School English Language Teachers’ Frequently Used Corrective Feedback Preferences1
Journal Title: International Journal of Humanities and Social Science Invention - Year 2017, Vol 6, Issue 1
Abstract
The purpose of this study is to find out secondary school English language teachers' frequently used corrective feedback preferences, how often and why they use these certain corrective feedback styles in their classes. Qualitative research methods are employed and case study design is used in the research. 10 teachers and the classes they lecture are selected in the province of Tokat, Turkey and interviews, observations and written documents are conducted to collect data. The interviews‟ data are analyzed by using MAXQDA program. Frequencies of oral and written feedback are calculated in observations and written documents. Findings show that the students mostly make pronunciation errors and teachers correct the students‟ errors themselves. However, they think that peer correction and students‟ own corrections are more effective than correction by teacher. Observations show that teachers most frequently use recast and translation methods while correcting oral errors. As a strategy for providing written correction, they mostly use direct corrective feedback and make reformulation. This research shows that corrective feedback types and frequencies change according to teachers and also to the level of students.
Authors and Affiliations
Fazilet Özge MAVİŞ- SEVİM
Keywords
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