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dc.contributor.authorŞentürk, Burcu
dc.date.accessioned2019-08-27T06:26:13Z
dc.date.available2019-08-27T06:26:13Z
dc.date.issued2019-06
dc.identifier.urihttp://hdl.handle.net/11772/1803
dc.description.abstractThe current study examined the preferences of different corrective feedback types in adult EFL classes by teachers and students and figured out the possible reasons of their preferences. Teacher and student questionnaires and the open-ended questions were the instruments used in this study to collect data. The analysis of the questionnaires showed that the most preferred type of feedback was recast “which is a technique used in language teaching to correct learners' errors in such a way that communication is not obstructed” (Recast, 2019). Students also stated that they liked to be corrected immediately and explicitly during their conversations while the teachers strongly disagreed with it. Finally, open-ended questions also revealed the reasons of the students’ preferences of the type of the feedback in EFL classes.en_US
dc.language.isoengen_US
dc.publisherNear East University Online Journal of Educationen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectCorrective feedbacken_US
dc.subjectEFL classesen_US
dc.subjectCorrective feedback preferencesen_US
dc.titleThe (mis) match between students’ and teachers’ preferences of corrective feedbacken_US
dc.typearticleen_US
dc.relation.journalNear East University Online Journal of Education (NEUJE)en_US
dc.contributor.departmentBartın Üniversitesi, Eğitim Fakültesi, Yabancı Diller Eğitimi Bölümüen_US
dc.identifier.volume1en_US
dc.identifier.issue2en_US
dc.identifier.startpage22en_US
dc.identifier.endpage31en_US


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