Iftikhar, Ahmad and Noor Raha, Mohd Radzuan (2015) EFL Teacher Perceptions of Error Correction in Grammar Teaching: A Case Study. International Journal of Language Education and Applied Linguistics (IJLEAL), 3. pp. 37-50. ISSN 2289-7208 (print); 2289-9294 (online). (Published)
|
PDF
pbmsk-2015-iftikhar-EFL teacher perceptions of error.pdf Available under License Creative Commons Attribution. Download (368kB) | Preview |
Abstract
This study investigated non-native English as a Foreign Language (EFL) teachers’ perceptions regarding error correction in grammar teaching in Qassim University, Saudi Arabia. The main data collection tool of this study was a five-point Likert-scale questionnaire, administered to 48 EFL teachers. In order to triangulate the study, four semi-structured interviews were conducted. Participants were selected based on convenience sampling. The study attempted to identify experience-based and gender-based differences among EFL teachers about error correction in grammar teaching. Descriptive analyses and independent-samples t-tests were run using a statistical software, SPSS. The results show that there were no differences of perceptions across teaching experience and across genders.The findings of the study revealed that experienced and less experienced and male and female teachers’ perceptions about error correction in grammar teaching are independent of these individual characteristics. Eventually, implications of this study are identified for effective teaching of error correction in grammar.
| Item Type: | Article |
|---|---|
| Uncontrolled Keywords: | Error correction; Grammar teaching; Teacher perception |
| Subjects: | L Education > LB Theory and practice of education |
| Faculty/Division: | Centre For Modern Languages and Human Sciences |
| Depositing User: | Noorul Farina Arifin |
| Date Deposited: | 28 Mar 2016 02:00 |
| Last Modified: | 19 Feb 2018 04:48 |
| URI: | http://umpir.ump.edu.my/id/eprint/12456 |
| Download Statistic: | View Download Statistics |
Actions (login required)
 |
View Item |