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ERIC Number: EJ1132153
Record Type: Journal
Publication Date: 2015
Pages: 28
Abstractor: As Provided
ISSN: ISSN-2011-6721
Iranian EFL Teachers' and Learners' Perspectives of Oral Error Correction: Does the Timeline of Correction Matter?
Farahani, Ali Akbar; Salajegheh, Soory
Latin American Journal of Content and Language Integrated Learning, v8 n2 p184-211 Jul-Dec 2015
Although the provision of error correction is common in education, there are controversies regarding "when" correction is most effective and why it is effective. This study investigated the differences between Iranian English as a foreign language (EFL) teachers and learners regarding their perspectives towards the timeline of error correction in the speaking skill. Two main categories of immediate and delayed feedback types were determined, with the immediate category specifically referring to "very soon" and "after speaking" and the delayed one relating to "after activities" and "end of class" sub-categories. To empirically test the hypothesis behind the study, a total of 460 teachers and learners were invited to complete Fukuda's questionnaire. The data obtained were analysed through multivariate analysis of variance (MANOVA), the results of which showed teachers' preferences for immediate correction while the learners' inclined towards delayed correction. Based on these results, specific properties and circumstances in relation to the timing of feedback are proposed to enhance its efficiency in language classrooms.
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Iran
Grant or Contract Numbers: N/A