On the Relationship between EFL Learners' Socio-Economic Status and their Attitudes toward Oral Corrective Feedback: A Mixed-Method Study


1 Assistant Professor, Imam Khomeini International University

2 University Instructor, Imam Khomeini International University


Although many studies have focused on the language learners’ beliefs and attitudes regarding error correction, less has been done to investigate whether and how student characteristics influence their preferences. The present investigation explores how socio-economic status affects the error correction views of 140 upper-intermediate/advanced students, ranging from 23 to 31, in an EFL context. The participants' social class was determined by MacArthur scale of subjective socio-economic status. A questionnaire and a follow-up interview were employed to obtain the students' overall preferences about different aspects of oral corrective feedback (OCF). The results showed that the students unanimously favored teachers as the best provider of feedback and highly expected both local and global errors to be treated; nevertheless, whereas middle-class students would rather their errors to be corrected at the end of the class while the teacher addressed the whole class, high-class students did not mind if teachers corrected them individually as soon as they finished speaking. Besides, although predominantly the students preferred direct error correction, high-class students had a more positive view toward elicitation and self-error correction in general. The findings of this study highlight the influence of language learners' socio-economic status on how they expect their teachers to treat their oral errors.


Article Title [Persian]

بررسی رابطه بین وضعیت اقتصادی-اجتماعی زبان آموزان و دیدگاه آنان در مورد بازخورد اصلاحی شفاهی: یک روش ترکیبی

Authors [Persian]

  • پویان طاهری 1
  • مبین خانلری زاده 2
1 استادیار دانشگاه بین المللی امام خمینی (ره)
2 مربی دانشگاه بین المللی امام خمینی (ره)
Abstract [Persian]

اگرچه مطالعات زیادی اعتقادات و دیدگاه های زبان آموزان را نسبت به تصحیح خطا مورد بررسی قرار داده اند، کمتر تحقیقی تاثیر خصوصیات فردی زبان آموزان بر ترجیحات آنها را برسی کرده است. تحقیق کنونی تاثیر وضعیت اجتماعی-اقتصادی را بر دیدگاه 140 زبان آموز سطح متوسط بالا/پیشرفته در موقعیت انگلیسی به عنوان زبان خارجی  مطالعه می کند. طبقعه اجتماعی شرکت کنندگان از طریق مقیاس نسبی مک آرتور مشخص شد و برای بررسی ترجیحات آنها از پرسشنامه و مصاحبه استفاده شد. نتایج نشان داد که زبان آموزان متفق القول معلم را به عنوان ارائه دهنده ی بازخورد می پذیرند و انتظار دارند که هم خطاهای موضعی و هم خطاهای کلی آنها تصحیح شود. با این وجود، در حالی که زبان آموزان طبقه متوسط جامعه ترجیح می دهند خطاهای آنها در پایان کلاس و به نحوی که معلم کل کلاس را خطاب می کند تصحیح شوند، زبان آموزان طبقه بالای جامعه مشکلی با تصحیح شدن به صورت انفرادی و بلا فاصله پس از بروز خطا ندارند. همچنین، اگرچه غالبا زبان آموزان تصحیح خطای مستقیم را ترجیح می دهند، زبان آموزان طبقه بالای جامعه دید مثبت تری را به تصحیح خطا توسط خودشان دارند. یافته های این مطالعه  تاثیر وضعیت اجتماعی-اقتصادی زبان آموزان بر انتظار آنها از نحوه دریافت بازخورد تصحیحی شفاهی را روشن می سازد.  

Keywords [Persian]

  • تصحیح خطا
  • خطاهای گرامری
  • ترجیحات زبان آموزان
  • بازخورد تصحیحی شفاهی
  • وضعیت اجتماعی- اقتصادی

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