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

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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)

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