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ERIC Number: ED429452
Record Type: Non-Journal
Publication Date: 1998
Pages: 19
Abstractor: N/A
Reference Count: N/A
Learning Styles and Error Correction: How Do Learning Styles Affect Students' Perceptions towards Error Correction in a Foreign Language Classroom?
Ueno, Junko
A study investigated: (1) the distribution of learning styles of students of Japanese as a second language, as measured by the Myers-Briggs Type Indicator, (2) students' preferences for error correction in speaking and writing, as measured by a researcher-developed questionnaire, and (3) relationships between students' learning styles and their preferences for error correction. Items were divided into three categories of error correction: explicit; implicit; and self-correction. Subjects were 38 undergraduate students in four second-semester Japanese classes. Results indicate that students fell into 12 of the 16 Myers-Briggs learning style categories, with extraverted students outnumbering introverted students significantly. A large majority of students (89.5 percent) preferred self-correction to explicit or implicit correction. One subject preferred explicit correction, two preferred implicit correction, and one rated implicit and self-correction equally. No statistical significance was found in the relationship between learning style and error correction preference. Implications for teacher's expectations and classroom instruction are discussed briefly. Contains 23 references. (MSE)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Myers Briggs Type Indicator