Keywords
ESL, corrective, correction, error, treatment, feedback, adult English language learners
Abstract
The purpose of this study was to investigate the existence the educational backgrounds of adult English Language Learners and their preferences in error correction. Fifty participants completed surveys of their educational and demographic backgrounds and beliefs about error correction, and then ranked video clips of different types of error correction in terms of perceived usefulness. The survey examined the affective impact of oral error correction and students' preferences regarding which errors merited correction and when and how these errors should be corrected. Participants with differing educational backgrounds expressed similar beliefs concerning the error correction and similar perceptions of the affective impact of CF. The findings of this study indicated that teachers may run more risk of disappointing students by not meeting their expectations than they do of causing them a negative emotional experience through correction.
Notes
If this is your thesis or dissertation, and want to learn how to access it or for more information about readership statistics, contact us at STARS@ucf.edu
Graduation Date
2010
Advisor
Mihai, Florin
Degree
Master of Arts (M.A.)
College
College of Arts and Humanities
Department
Modern Languages
Degree Program
Teaching English to Speakers of Other Languages
Format
application/pdf
Identifier
CFE0003062
URL
http://purl.fcla.edu/fcla/etd/CFE0003062
Language
English
Release Date
May 2010
Length of Campus-only Access
None
Access Status
Masters Thesis (Open Access)
STARS Citation
Smith, Hillary, "Correct Me If I Am Wrong: Investigating The Preferences In Error Correction Among Adult English Language Learners" (2010). Electronic Theses and Dissertations. 4379.
https://stars.library.ucf.edu/etd/4379