Abstract:
Although many studies have focused on the language learners’ beliefs and attitudes
regarding error correction, less has been done to investigate whether and how student
characteristics influence their preferences. The present investigation explores how
socio-economic status affects the error correction views of 140 upperintermediate/
advanced students, ranging from 23 to 31, in an EFL context. The
participants' social class was determined by MacArthur scale of subjective socioeconomic
status. A questionnaire and a follow-up interview were employed to obtain
the students' overall preferences about different aspects of oral corrective feedback
(OCF). The results showed that the students unanimously favored teachers as the best
provider of feedback and highly expected both local and global errors to be treated;
nevertheless, whereas middle-class students would rather their errors to be corrected
at the end of the class while the teacher addressed the whole class, high-class students
did not mind if teachers corrected them individually as soon as they finished speaking.
Besides, although predominantly the students preferred direct error correction, highclass
students had a more positive view toward elicitation and self-error correction in
general. The findings of this study highlight the influence of language learners' socioeconomic
status on how they expect their teachers to treat their oral errors.
Machine summary:
"On the Relationship between EFL Learners' Socio-Economic Status and their Attitudes toward Oral Corrective Feedback: A Mixed-Method Study Puyan Taheri* Assistant Professor, Imam Khomeini International University Mobin Khanlarzadeh University Instructor, Imam Khomeini International University Abstract Although many studies have focused on the language learners’ beliefs and attitudes regarding error correction, less has been done to investigate whether and how student characteristics influence their preferences.
2. Literature Review What is evident from previous studies on both written and oral error correction is that language learners do expect their teachers to provide them with error correction (Ancker, 2000; Fukuda, 2004; Jean & Simard, 2011; Leki, 1991; Radecki & Swales, 1988), and if teachers fail to do so, they may lose their face before the students.
5. Conclusions and Implications The purpose of this study was to investigate the impact of language learners' socio-economic status on how they expect teachers to correct their oral errors.
Although both middle-class and high-class students shared the same beliefs that teachers are the best delivering agent for providing OCF, that both local and global errors must be addressed by teachers, and that more explicit methods of error correction are usually more helpful to their accuracy improvement, some differences were also observed in the quality of oral error correction they expect to receive.
Acknowledging the significance of learner characteristics in the beliefs and attitudes of language learners toward error correction, the present study explored whether and how socio-economic status of students influence their expectations of the optimal oral error treatment."