Abstract:

For successful learning, meeting the expectations of teachers and language learners is indispensable. Teachers should be aware of what learners think and feel about what and how they desire to learn. Taking this into consideration, this study attempts to identify the preferences and expectations of adult EFL learners as to error correction. The research was carried out with 9 English teachers and 150 university students studying English at preparatory classes of a Turkish state university. Data were collected through observation, interviews with teachers and learners as well as a questionnaire that was conducted to both teachers and learners. The data has been analysed to identify which strategies the students perceived to be the most effective. Although it is hard to generalize this study into a larger context due to the number of the students involved, the findings provide valuable information for a better understanding of learners’ preferences for error correction. The paper indicates that differences arise exclusively on the issues such as the necessity, frequency, deliverance and effectiveness of error correction at different proficiency levels and classrooms. The findings show that although teachers and students agree on some strategies such as immediate feedback on recurring oral and written errors, they tend to be incongruous about a more frequent and immediate corrective response from the teacher as well as the learners’ role and responsibilities in correcting themselves and their peers. It is concluded that there is evident divergence of attitudes among teachers and students on how teaching practices should be tailored to meet students’ needs and preferences. In this context, the identification and moderation of different expectations will practically benefit both sides, reinforcing classroom teaching and learning.

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