The Effects of Teachers' Oral Error Treatment on Students' Behaviour in Error Correction: 10+3 in Focus
| dc.contributor.advisor | Beriso, Ltalo (PhD) | |
| dc.contributor.author | Bogale, Mengesha | |
| dc.date.accessioned | 2022-05-25T10:00:45Z | |
| dc.date.accessioned | 2023-11-09T04:05:33Z | |
| dc.date.available | 2022-05-25T10:00:45Z | |
| dc.date.available | 2023-11-09T04:05:33Z | |
| dc.date.issued | 2009-06 | |
| dc.description.abstract | The main purpose of this study was to investigate the effects of teachers' oral error treatment (supportive oral error feedback) on students' behaviour in error correction in the EFL classroom. Of this, the study tries to explore the types of oral errors students made frequently in their attempt to speak in the class. In addition, this study attempts to find out the extent of supportive oral feedback (clues) teachers provided to students following their oral errors that enabled them to correct the errors themselves. An al/empt is also made to identify the effects of teachers' oral error treatment (supportive oral error feedback) on students' behaviour in error correction. To meet the objectives above, three 10+3 English language teachers and their students at General Wingate TVET College were recorded and observed while teaching and learning respectively. Completing the transcription of the recorded lessons, the types of students' oral errors were identified based on Dulay et al. (1982) categOlY of errors. The supportive oral feedback (clues) provided to students following their oral errors were found out based on Harmer (2001), and Richards and Lockhart (1994) oral feedback strategies. The effects of teachers' oral error treatment (supportive oral error feedback) on students' behaviour in error correction were also identified using questionnaire and interview for students, and teachers ' questionnaire. The results show that 102 oral errors were committed by learners and grouped under-I3 categories. Of these, errors in agreement (15.69%) are the most frequent ones. In addition, teachers provided supportive oral error feedback (clues) to students that enabled them to correct the errors themselves using repetition, statement and question which all account for 1.42% or 11 clues out of 775 number of each oral feedback used in their classes. On the provision of 2 of these supportive oral error feedback (clues) to students, only 1.96% (2) of the errors out of 102 were se!f.treated by learners themselves. As the interview ( all 4 interviewees) and questionnaire for students (79.25%) , and questionnaire for teachers ( 2 out of 3) results show, provision of teachers' supportive oral feedback (clues) to students following their oral errors had positive (encouraging) effects on students' behaviour in error correction Finally, EFL teachers are highly recommended to provide supportive oral feedback (clues) to students following their errors that enable them to correct the errors themselves rather than correcting them directly. | en_US |
| dc.identifier.uri | http://etd.aau.edu.et/handle/123456789/31788 | |
| dc.language.iso | en | en_US |
| dc.publisher | Addis Ababa University | en_US |
| dc.subject | Effects of Teachers' Oral Error Treatment | en_US |
| dc.title | The Effects of Teachers' Oral Error Treatment on Students' Behaviour in Error Correction: 10+3 in Focus | en_US |
| dc.type | Thesis | en_US |