İngilizce Öğretiminde Öğretim Elemanı ve Öğrencilerin Hata Düzeltme Tercihlerindeki Boşluğu Keşfetme

Başarılı bir öğrenme için, dil öğreticilerinin ve öğrenenlerin beklentilerini karşılamak vazgeçilmezdir. Bunu dikkate alarak, bu çalışma yetişkin EFL öğrencilerinin hata düzeltme konusundaki tercihlerini ve beklentilerini belirlemeye çalışmaktadır. Araştırma, Gaziantep Üniversitesi’nde 9 öğretim elemanı ve hazırlık sınıflarında İngilizce okuyan 150 üniversite öğrencisiyle gerçekleştirilmiştir. Veriler gözlem yoluyla toplanmış, öğretim elemanları ve öğrencilerle yapılan görüşmelerin yanı sıra hem öğretim elemanlarına hem de öğrencilere yönelik bir anket yapılmıştır. Veriler, öğrencilerin hangi hata düzeltme stratejilerini en etkili bulduklarını belirlemek için analiz edilmiştir. Bu çalışmayı, katılan öğrenci sayısı nedeniyle daha geniş bir bağlamda uygulamak zor olsa da, bulgular, öğrencilerin hata düzeltme tercihlerinin daha iyi anlaşılması açısından önemli bilgler sağlamaktadır. Bulgular, öğretim elemanı ve öğrencilerin, tekrarlanan sözlü ve yazılı hatalara ilişkin anında geri bildirim gibi bazı stratejiler üzerinde hemfikir olmalarına rağmen, öğretenlerin daha sık ve yanlışları derhal düzeltmelerinin yanı sıra, öğrencilerin kendileri ve akranlarını düzeltmedeki rolleri ve sorumlulukları konusunda uyuşmazlıklar olduğunu göstermektedir. Öğrencilerin ihtiyaçlarını ve tercihlerini karşılamak için uygulamaların öğrencilere nasıl uyarlanması gerektiği konusunda, öğretim elemanları ve öğrenciler arasında belirgin bir farklılığının olduğu sonucuna varılmıştır. Bu bağlamda, sınıftaki öğretme ve öğrenme faaliyetlerini güçlendirerek, farklı beklentilerin tanımlanması ve ölçülmesi pratik olarak her iki tarafa da fayda sağlayacaktır.

Exploring the Gap between Instructors’ and Learners’ Preferences about Error Correction in ELT

For successful learning, meeting the expectations of language instructors and learners is indispensable. 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 instructors and 150 university students studying English at preparatory classes of Gaziantep University. Data were collected through observation, interviews with the instructors and learners as well as a questionnaire that was conducted to the both parties. The data has been analysed to identify which strategies the students perceived to be the most effective. The findings show that although the instructors 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 instructor as well as the learners’ role and responsibilities in correcting themselves and their peers. It is concluded that there is clear divergence of attitudes between the instructors and students on how teaching practices should be tailored to meet students’ needs and preferences. In this sense, the identification and moderation of different expectations will practically benefit both sides, reinforcing classroom teaching and learning.

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