Document Type : Research Article
Author
Assistant Professor, Department of English Language and Literature, Faculty of Foreign Languages and Literature, Payame Noor University, Tehran, Iran.
Abstract
This study explored the strategies employed by Iranian EFL teachers to correct their own induced errors in the classroom. The study aimed to investigate the factors influencing teachers' error correction decision-making and compare their approaches to correcting their own errors and learner errors. Twelve experienced Iranian EFL teachers were purposefully selected to participate in the study. Data was collected through semi-structured interviews, classroom observations, and stimulated recall interviews. The data was analyzed using a thematic analysis approach. The findings revealed that the participating teachers employed various strategies to address their own induced errors, including immediate self-correction, delayed self-correction, eliciting learner correction, and acknowledging and explaining errors. These strategies were influenced by factors such as pedagogical beliefs, content knowledge, and classroom management skills. The teachers generally viewed their own induced errors as more serious and in need of immediate correction compared to learner errors.
Highlights
Keywords
- Teacher-induced Errors
- Error Correction Strategies
- Self-Correction
- Pedagogical Beliefs
- Iranian EFL Teachers
Main Subjects
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