Iranian EFL Teachers’ Strategies to Correct Their Induced Errors in the Classroom and the Factors Influencing Their Approaches

مطالعات زبان و ترجمه

Volume 57, Issue 1, June 2024, Pages 120-154   

Document Type: Research Article

DOI: 10.22067/lts.2024.89028.1271

Author

Zahra Mahmoudabadi^*

Assistant Professor, Department of English Language and Literature, Faculty of Foreign Languages and Literature, Payame Noor University, Tehran, Iran.

Abstract

his study explored the strategies employed by Iranian EFL teachers to correct their induced errors in the classroom. The extent to which each strategy was used by the teachers was examined and the factors influencing their selection of error correction strategies were investigated. Twelve experienced Iranian EFL teachers were purposefully selected to participate in the study. Data were collected through semi-structured interviews, classroom observations, and stimulated recall interviews. The data was analyzed using a thematic analysis approach. The findings revealed that the participating teachers employed various strategies to address their induced errors, including immediate self-correction, delayed self-correction, eliciting learner correction, and acknowledging and explaining errors. These strategies were influenced by factors such as pedagogical beliefs, content knowledge, and classroom management skills. The teachers generally viewed their induced errors as more serious and in need of immediate correction compared to learner errors.

Keywords

Teacher-induced Errors; Error Correction Strategies; Self-Correction; Pedagogical Beliefs; Iranian EFL Teachers

References