Perception Differences of EFL Teachers and Students in Grammar Instruction and Error Correction

Abstract

This comprehensive study investigates differences in EFL teacher and student perceptions regarding the role of grammar instruction and error correction in improving English language competency. The participants were 41 high school teachers and 371 high school students, recruited from five schools in Taiwan. Data were collected from questionnaires and telephone interviews. Based on Schulz (2001) and Borg (1998) and modified by the researchers, the questionnaires for students and teachers consisted of seven focal categories, including error analysis, reference to students' L1, grammatical terminology, grammar and communicative ability, grammar rules, grammar practice, and error correction. Results indicated that the perspectives high school students and teachers had towards various aspects of grammar instruction and error correction diverged on several points, most markedly in instructional language, grammar practice activities, and the necessity of error correction. Subsequent telephone interviews with 15 teachers and 32 students were conducted to elicit further information resulting in the perceptual differences. Based on the findings, pedagogical implications are provided to bridge the gaps between EFL students and teachers in grammar instruction and error correction. Finally, the idea of a focus-on-form approach in EFL classrooms is suggested.