Error Correction (E.C.) is defined by Lightbown and Spada (1999) as, ‘Any indication to the learners that their use of the target language was incorrect’. A number of studies attest to the positive impact E.C. plays in developing learner accuracy (Russell and Spada, 2006; Li, 2010 and Lee, 2017). Despite this, teachers are often concerned over the negative psychological impact E.C. can have on their learners, and as a result, they may underuse it in their practice (Mendez and Cruz, 2012). Shultz (2009) has noted that teachers’ self-image and perceived credibility may suffer where learner attitudes are not recognized and validated in the process of class teaching. In light of these concerns, a study was undertaken to explore two key questions related to learner attitudes toward E.C. The research used a survey to obtain quantitative data, and two key findings emerged from the study. First, a substantial majority of learners feel that E.C. is important as it will help them to use the language more accurately. Further, a majority of respondents stated that student-led rather than teacher-led correction will likely have a more significant impact on their grammatical accuracy. This is a noteworthy finding since it impacts teacher praxis, and prompts further research questions regarding the extent to which learner beliefs should influence lesson planning and review.

Authors:
Aric Denfield, Nichidai Sakuragaoka High School, Japan

About the Presenter(s)
Mr Aric Denfield is a School Teacher/Instructor at Nichidai Sakuragaoka High School in Japan

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