A Comparative Study on Self-Correction, Peer-Correction, and Teacher-Correction in the Language Classroom
DOI:
https://doi.org/10.70042/eroth/603264Keywords:
Self-correction, Peer-correction, eacher-correction, Factors, Comparison, FeedbackAbstract
This subjective inquiry aims to find out the effective correction techniques and used correction techniques of errors of the language learner so that it can be understood which techniques of correction teachers/educators may follow in the language classroom. This study used a quantitative method where one hundred forty-one participants (131 students and 10 teachers) took part in the questionnaire survey. Based on their opinions it has been found that most of the students focused on self-correction techniques behind the improvements in their learning skills. On the other hand, most teachers select self-correction techniques which can mostly promote good teaching and learning. They also ascertain that self-correction should be widely used in the language classroom. The majority of numbers prove that self-correction techniques play an effective role in correcting errors in the language classroom. Examining the number of participants it has been found that if the learners are encouraged to use the self-correction technique in their oral communication skills too, they can enhance their language learning ability since speaking is one of the most important language skills for a learner, in speaking self-correction technique may be a long term goal of the students through which they can become more accurate and less reliant on teacher feedback or any other techniques of correction.
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