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Similarities and differences between EFL students’ and teachers’ beliefs in grammar instruction and error correction
Hung, An Hsien
Yu, Ming Chung
Hung, An Hsien
|Issue Date:||2012-10-30 11:34:52 (UTC+8)|
Grammar instruction and error correction have always been important elements in class. Understanding students’ and teachers’ beliefs in grammar instruction and error correction is helpful to teaching. The purpose of the study is to investigate (1) similarities and differences between Taiwanese junior high school students’ and teachers’ beliefs in grammar instruction and error correction, (2) background factors that may cause differences in teachers’ beliefs in grammar instruction and error correction, and (3) background factors that may cause differences in students’ beliefs in grammar instruction and error correction. Self-designed questionnaires were distributed to 141 English teachers and 214 students in junior high schools in Great Taipei Area. Number distribution, percentage, average, independent-samples t-test, and one-way ANOVA were adopted to analyze the data collected by the questionnaires.
A summary of the results is as follows:
1. Both students and teachers believed that while grammar instruction and error correction are essential, communication is more important.
2. Both students and teachers reported their preference for grammar practicing in the same sequential order of group oral practices, group writing practices, individual writing practices, and individual oral practices.
3. Students valued grammar instruction and error correction more than teachers, while teachers valued grammar practices more than students.
4. Students valued peer correction more than teachers and believed error correction is beneficial to those who make errors and their classmates.
5. Students believed both spoken and written errors need immediate correction. Teachers believed that correcting written errors is necessary, but that there is no need to correct the spoken errors as long as they do not obstruct communication.
6. Teachers’ genders, seniorities, degrees of formal schooling, and their majors were influential to their beliefs in grammar instruction and error correction.
7. Students’ genders, grades, personal experiences, and learning experiences were influential to their beliefs in grammar instruction and error correction.
Based on the findings, suggestions are provided for junior high school English teachers, educational institutions and researchers of related topics.
Keywords: teachers’ beliefs, students’ beliefs, grammar instruction, error correction
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