A Study of Students’ and Teachers’ Preferences and Attitudes towards Correction of Classroom Written Errors in Iranian EFL Context

Leila Hajian, Ali Akbar Khomeijani Farahani, Masomeh Ahmadi Shirazi


Written error correction may be the most widely used method for responding to student writing. Although there are various studies investigating error correction, there are little researches considering teachers’ and students’ preferences towards written error correction. The present study investigates students’ and teachers’ preferences and attitudes towards correction of classroom written errors in Iranian EFL context by using questionnaire. In this study, 80 students and 12 teachers were asked to answer the questionnaire. Then data were collected and analyzed by descriptive method. The findings from teachers and students show positive attitudes towards written error correction. Although the results of this study demonstrate teachers and students have some common preferences related to written error correction, there are some important discrepancies. For example; students prefer all error be corrected, but teachers prefer selecting some. However, students prefer teachers’ correction rather than peer or self-correction. This study considers a number of difficulties regarding students and teachers in written error correction processes with some suggestions. This study shows many teachers might believe written error correction takes a lot of time and effort to give comments. This study indicates many students does not have any problems in rewriting their paper after getting feedback. It might be one main positive point to improve their writing and it might give them self-confidence.



Error correction, teacher feedback, preferences.

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