Iraklı İngilizce Öğretmenleri ve İngilizceyi Yabancı Dil Olarak Öğrenenlerin Sözlü İletişimde Düzeltici Geri Bildirim Tercihleri Hakkında Karşılaştırmalı Bir Çalışma

Bu çalışmanın amacı, Irak’taki İngilizce dersleri bağlamında öğrencilerin ve öğretmenlerin sözel düzeltme geribildirim tercihlerini karşılaştırmaktır. İngilizce eğitimi alan 100 öğrenciye ve 52 İngilizce öğretmenine 36 madde içeren bir anket uygulanmıştır. Ayrıca, 10 öğretmen ve 10 öğrenciyle görüşmeler yapılmıştır. Toplanan verileri analiz etmek için nicel ve nitel yöntemler kullanılmıştır. Öğretmenlerin ve öğrencilerin; öğretmen geri bildirimi, kendi kendini düzeltme, anlık geribildirim ve düzeltme sorumluluğunun öğrencilerde olması gibi tercihleri olduğu görülmüştür. Öğrenciler arasında en çok tercih edilen geribildirim türünün “söylettirme” olduğu görüldü ortaya çıkardı. Sonuçlar aynı zamanda, öğretmenlerin ve öğrencilerin sözlü iletişim becerileri açısında düzeltici geribildirim tercihleri arasında farklar olduğunu ve ayrıca öğrenciler arasında cinsiyete bağlı bir fark olduğunu göstermiştir.

A Comparative Study on Iraqi EFL Teachers’ and Learners’ Preferences of Corrective Feedback in Oral Communication

This study aims to investigate oral corrective feedback in an Iraqi English as a Foreign Language (EFL) setting by comparing learners’ preferences with those of their teachers. This is a descriptive study and it is based on mixed methods research where the researchers use both quantitative and qualitative research. A parallel questionnaire including 36 items was administrated to 100 EFL learners and 52 EFL teachers. For further study, interviews were also conducted with 10 teachers and 10 learners. Quantitative and qualitative methods were used to analyze the collected data. The findings revealed that teachers and learners preferred teacher feedback, self-correction, immediate feedback, and students’ responsibility for correction. Moreover, the most preferable type of corrective feedback among learners was elicitation. The results also confirmed that there exists a difference between teachers’ and learners’ preferences of corrective feedback in oral communication skills as well as a difference between learners’ preferences based on gender.

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