Izvorni znanstveni članak
Adult learners' perspectives on oral error correction in the EFL classroom
Ena Stevović
orcid.org/0009-0000-2442-3567
; Tehnička škola Rijeka
Sažetak
The focus of this research paper are adult learners’ preferences regarding oral error correction techniques in the EFL classroom. The purpose was to determine when and by who the participants prefer to be corrected, as well as which techniques teachers should use while correcting their oral production. The study examines which aspects of language are corrected the most, as well as possible obstacles adult learners face while being corrected.
The study was conducted among 32 adult learners in various adult education institutions in Rijeka, Croatia. The instrument for collecting data was a questionnaire, which was analyzed using qualitative and quantitative methods.
The findings suggest that adult learners prefer metalinguistic feedback and dislike recast. Moreover, they prefer to be corrected by their teachers, preferably after they’ve finished talking. Pointing out the positive aspects of their oral production, preferably by nodding and focused feedback is of an utmost importance. Adult learners believe their teachers should be patient, as well as provide specific examples, individual approach and explanation in Croatian language if needed.
Ključne riječi
lifelong learning; EFL; English as a Foreign Language; adult learners; oral error correction
Hrčak ID:
300448
URI
Datum izdavanja:
20.4.2023.
Posjeta: 291 *