Proposing a Syllabus Design for Oral Classes on Teachers' and Students' Perceptions of Modified Output

  • Gürbüz I
  • Tilfarlioğlu F
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Abstract

Error treatment has long been studied in ELT, and the attitude of the learners and teachers towards correction might be acknowledged as the main focus in most cases. Breen et al. put forward that negotiation is inevitable in modification; hence, the primary concern of this study is to explore teachers' and students' perceptions of modification in oral classes and present a communicative syllabus design based on the analysis of the needs. The participant instructors (48) and students (280) were addressed questionnaires to conceive their perception of corrective feedback in their oral classes. Both the questionnaires consisted of six sections, namely (1) necessity of error correction, (2) frequency of error treatment, (3) timing of modification, (4) types of errors need to be treated, (5) methods of correction, and (6) delivering agents of corrective feedback. In terms of data collection, a variety of techniques such as questionnaires, audio recordings, and a semi-structured interview have been conducted. In this sense, collected data was analysed both quantitatively and qualitatively.

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Gürbüz, Inst. A., & Tilfarlioğlu, F. Y. (2017). Proposing a Syllabus Design for Oral Classes on Teachers’ and Students’ Perceptions of Modified Output. Universal Journal of Educational Research, 5(12), 2209–2216. https://doi.org/10.13189/ujer.2017.051210

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