Iranian EFL Learners’ Attitudes toward Correction of Oral Errors

Abstract

The correction of learner's oral errors in classroom has always been the main concern of many researchers and educators. Based on the ideas of learner-centered approach toward language teaching process, it needs to consider learners' reactions and feelings toward error correction as we do in other aspects of learning. This study discusses the findings of a questionnaire administered to 13 EFL learners at the university level in Iran. The study tries to answer to the questions about 1) EFL learners’ attitude toward error correction, 2) their preferences about the correction of different types of errors, and 3) their preferences about different methods of correction. The results showed that EFL learners have strongly positive attitudes toward correction of all errors by their teacher and they prefer correction of phonology and grammar errors more than others and they would rather self-correction among methods.