Teacher and student perceptions of error feedback behaviors

Keywords

English language -- Errors of usage; English language -- Study and teaching (Higher); English language -- Study and teaching -- Foreign speakers; Second language acquisition

Abstract

Finding the most effective and efficient ways to provide error feedback in order to move ESL students toward becoming successful self-editors is a concern of both teachers and students. Teacher success in modifying classroom practice depends upon teachers and their students having shared perceptions of error feedback practices and use of class time. Before teachers make changes in classroom practice based on student preference, it is important to know whether student perception of error feedback and classroom behaviors are in alignment with teacher perception of their practice. This study surveyed 16 teachers and 251 students in 17 ESL upper-level writing classes at an intensive English program (IEP) and two community colleges in central Florida regarding perceptions of the types, frequency, and value of error feedback practices in the classroom. The study found that teacher and student perceptions of error feedback behaviors and use of class time were very closely aligned. This close alignment indicates that students are well-positioned to make informed decisions about the type of feedback they would like to receive from their teachers.

Notes

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Graduation Date

2003

Advisor

Folse, Keith S.

Degree

Master of Arts (M.A.)

College

College of Arts and Sciences

Department

Foreign Langauges and Literatures

Format

PDF

Pages

108 p.

Language

English

Length of Campus-only Access

None

Access Status

Masters Thesis (Open Access)

Identifier

DP0029131

Subjects

Arts and Sciences -- Dissertations, Academic; Dissertations, Academic -- Arts and Sciences

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