Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.490354
Title: The Oral Error Correction Techniques Used by Libyan Secondary School Teachers of English
Author: Ali, Muhsen Abobaker A.
Awarding Body: University of Sunderland
Current Institution: University of Sunderland
Date of Award: 2008
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Abstract:
A number of studies have examined the error correction techniques used by teachers and offered some advice to both teachers and students in order to enhance the effectiveness of teaching and learning a foreign language. However, few studies have examined the differences between experienced and less experienced male and female teachers in ways of correcting students' oral errors, and none have been conducted on Libyan teachers' gender and/or experience. This study examined the oral error correction techniques used by Libyan teachers at secondary schools, in particular the 2nd year classes, in Ajelate City. The study focused on the oral error correction techniques applied by teachers when a student commits errors during speaking or reading English, to determine whether there were any differences between male and female / experienced and inexperienced teachers in correcting students. It also examined whether teachers' ways of error correction affected students' participation in oral activities. Sixty classroom observations, 20 semi-structured interviews, 65 questionnaires for teachers and 200 for students were utilised for the data collection. The triangulation of approaches were used to investigate the issue from different points and angles. Observations and semistructured interviews were audio-recorded and the tapes were then transcribed, translated . and encoded for analysis. In addition, the nonverbal communications used by the teachers during classroom observation were taken into account by recording them in a form prepared and designed for this purpose. Teachers' questionnaires were grouped twice, once according to different genders and the other to different experiences, while students' questionnaires were classified according to students' genders. SPSS programme and Weighted Arithmetic Means were used to establish the differences between participants' responses regarding each item in the questionnaires. The data yielded a number of interesting findings which showed that there were differences and similarities between male and female/ experienced and less experienced teachers in the ways of correcting students' oral errors. Findings also showed that students were affected by the teacher's gender and experience. At the end of this thesis, recommendations and suggestions were given.
Supervisor: Not available Sponsor: Not available
Qualification Name: University of Sunderland, 2008 Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.490354  DOI: Not available
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