خلاصة:
Teachers employ various strategies to deal with the errors that occur in the classroom. The present study aimed to investigate various types of EFL teachers’ error management behaviors and the reasons for employing them. For this purpose, 15 male and female EFL instructors were selected based on availability sampling. Real-time observations were made based on a 21-item checklist in 45 sessions which were all recorded to be transcribed. The participating teachers were interviewed immediately after the sessions to find out why they had employed specific kinds of error management behavior. Intra and inter rater reliability of the qualitative content analyses were ensured through Cohen’s Kappa (κ). The results of qualitative and quantitative content analyses revealed that positive error management was more frequent compared to negative error management behaviors; in addition, the types of error management behavior patterns were dependent on teacher’s perception toward errors. Based on the results of the interview, providing comforting atmosphere, arousing motivation, and encouraging students’ self-confidence were the major reasons for the teachers’ employment of adaptive and positive error management behaviors. However, when students were naughty, inattentive, and careless, the teachers were inclined to use maladaptive behaviors. Lack of enough time to get the correct answer from the students, and avoiding the distraction of students were also the main intentions behind the teachers’ selection of ‘correction by teacher’ category. Keywords: Error, Learners, Error management behaviors, EFL.
ملخص الجهاز:
Based on the results of the interview, providing comforting atmosphere, arousing motivation, and encouraging students’ self-confidence were the major reasons for the teachers’ employment of adaptive and positive error management behaviors.
Introduction Successful teaching and learning do not come about in poorly managed classrooms but rather in a well-managed atmosphere that generates a stress-free environment wherein students feel increased sense of belonging to classroom (Jones & Jones, 2012; Korpershoek, Harms, de Boer, van Kuijk, & Doolaard, 2014; Van de Grift, Van der Wal, & Torenbeek, 2011).
Teachers’ maladaptive behaviors in managing students’ behaviors might lead to undesirable motivational patterns, negative emotions, debilitative anxiety, and fear of failure (Degen-Hientz, 2008; Goetz, Pekrun, Hall, & Haag, 2006).
Most teachers follow their own approach of classroom management through trial and error in the years of their teaching experience (Coetzee, Niekerk, & Wydeman, 2008).
Khasinah (2017) described students’ disruptive behaviors in language classroom that affected language teaching and learning processes and reviewed several studies offering various kinds of classroom management strategies such as ignoring, acting immediately, stopping for few seconds, reseating, changing the activities, and talking individually with the students after the class to control the errors (Albert, 2003; Rahimi & Asadollahi, 2012; Yildiz, 2017).
6. Discussion The reviewed studies aimed to discover EFL teachers’ patterns of error management behaviors that may play paramount roles in students’ learning and everyday experiences in the classroom.
Error management behavior in classrooms: Teachers’ responses to student mistakes.