ESL Students’ Perceptions of Error Correction Techniques in Oral Production: A Level-BasedApproach

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dc.contributor.authorЗембицька, Марина Володимирівна
dc.contributor.authorРоманова, Юлія Ярославівна
dc.contributor.authorZembytska, M.
dc.contributor.authorRomanova, Yu.
dc.contributor.authorChumak, N.
dc.date.accessioned2022-11-25T12:47:50Z
dc.date.available2022-11-25T12:47:50Z
dc.date.issued2022-10
dc.description.abstractThe articlereveals the findingsfrom a survey examining students’ perceptions of corrective feedback involving six groups of the first-through fifth-year ESL students enrolled in Bachelor’s and Master’s programs in English Language and Literature, Applied Linguistics, InternationalLaw, and International Communication and Global Media. The study attempts to reveal students’ perceptions of corrective feedback, as well as its perceived effectiveness and psychological relevance, which are analyzed on the basis of students’ answers. Theaimof this survey-based research was to explore ESL students’ preferences for the amount and type of corrective feedback in speaking/reading and develop a method to help educators effectively choose the types of corrective feedback on thebasis of their students’ level of English. In order to reinforce the study with substantial theoretical evidence, each type of corrective feedback was characterized on the basis of a rigorous review of related evidence-focused literature. The survey, which was administered to 78 ESL students at Taras Shevchenko National University of Kyiv and Khmelnytskyi National University, Ukraine, demonstrated a number of discrepancies in students’ preferences and attitudes. Their responses constituted grounds for assessing and rankingthe prevalent verbal correction techniques in ESL teaching according to their perceived relevance. The implications of the current study could be taken into consideration by ESL teachers for determining an optimal set of error correction techniques intheir own classrooms on the basis of their students’ level of English.uk_UA
dc.identifier.citationZembytska, M., Romanova, Yu., and Chumak, N. (2022) ESL Students’ Perceptions of Error Correction Techniques in Oral Production: A Level-Based Approach. East European Journal of Psycholinguistics. Vol. 9(1), P.315–336.uk_UA
dc.identifier.urihttps://elar.khmnu.edu.ua/handle/123456789/12712
dc.language.isoenuk_UA
dc.publisherEast European Journal of Psycholinguisticsuk_UA
dc.subjectESL studentsuk_UA
dc.subjectperceptionsuk_UA
dc.subjecterror correctionuk_UA
dc.subjectcorrective feedbackuk_UA
dc.subjecterror treatmentuk_UA
dc.subjectoral productionuk_UA
dc.subjectlevel-based approachuk_UA
dc.subjectlearner uptakeuk_UA
dc.subjectBayes’ formulauk_UA
dc.titleESL Students’ Perceptions of Error Correction Techniques in Oral Production: A Level-BasedApproachuk_UA
dc.typeСтаттяuk_UA
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