Purpose: This research investigated the effect of immediate and delayed error correction on motivation of EFL learners to approve or disapprove the research hypothesis that, there is not any significant difference between three group of immediate correction, delayed correction, and control group. Methodology: This study was conducted among three groups of 30 subjects and in total, population of 90 learners. The errors committed by three groups of immediate correction, delayed correction, and control group were addressed in three different ways: immediately, with delay, and with no special method, respectively. A motivation questionnaire and a language test were given to three groups in the first session of the term and the last session of the term to see the effect of different kinds of error correction. The data of pre-test and post-test were analyzed by SPSS and one way ANOVA was used. Findings: The result provided evidence for rejection of the hypothesis and immediate group performed better than delayed group and control group. Significance: This study is the first research investigating the effect of error correction time on motivation.

The purpose of this study is to compare the possible differences between demotivated vs. motivated EFL learners’ preferences toward teachers’ oral error correction, including the necessity, frequency, timing, type, method, and delivering agent of error correction. To this end, 141 Iranian EFL learners at the departments of foreign language in Zabol and Sistan and Baluchestan universities participated in this study. The learners’ preferences for error correction questionnaire, the demotivation questionnaire, semistructured interviews, and classroom observations were used to collect the data. The results of independent sample t-tests indicated that there were no significant differences between the two groups regardless of their demotivation level toward oral error correction. The findings revealed five suggestions: firstly, errors should be corrected and sometimes to be corrected. Secondly, correcting errors “after the student finishes speaking” was the most appropriate time among the...

This study elucidated how humanistic teaching as manifested in teachers’ error correction influences EFL learners’ engagement, motivation, and language achievement. the present study was carried out in a language Institute in Mashhad, Iran. The population comprised 42 advanced female learners. To investigate how error treatment will affect EFL learners’ engagement, intrinsic motiv ation and language achievement, a mixed -methods design incorporating both quantitative (experimental design) and qualitative (interview & observation) methods (QUANqual) was employed. The participants were divided into control and experimental groups. Speaking errors of the participants of the experimental group were corrected by three methods of corrective feedback including peer-correction, elicitation, and repetition, whereas, speaking errors of the participants of control group were directly corrected by the teacher. To measure the intrinsic motivation, the MSLQ questionnaire (Pintrich, et al., 1991)...

Error analysis is a very significant area of applied linguistics as well as foreign language learning. This study was to identify, describe and explain the errors made by EFL tertiary-level learners in tackling a translation assignment from Malay into English. A class of 38 undergraduate students of the 3 rd and 4 th levels constituted the subjects of the study. A period of one week was given to complete the translation task. The answers were thoroughly examined and analysed. Based on the first reading of the answers, it was clear that nearly all types of errors were made. The study focused more on the errors in written English, be it grammatical or collocational, rather than those of a translational or equivalence-based nature. It is hoped that when EFL teachers understand the different types of errors learners make, they will be better able to help learners improve their writing skills and acquire grammar accuracy. Results and implications of the findings are to be discussed further.

The use of error correction strategies in English as a Foreign Language(EFL)classrooms has always been controversial. There are theorists who insist that error correction is effective for EFL learners while there are those who assert that this method does not provide any benefits. Proponents of error correction explain that the only way through which learners could learn foreign language more effectively is through corrective feedback, and that this method facilitates communication development, among other things. On the other hand, those who reject error correction note that this method is not effective in improving a student’s ability to speak grammatically, and also causes affective problems that lead to issues like learner anxiety. Meanwhile, a related concept is self-correction, which states that it is effective if EFL learners corrects themselves immediately after hearing themselves commit errors. Self-correction is also closely associated with motivation that springs from lea...

The present study investigated the impact of immediate and delayed corrective feedback on Iranian EFL learners’ willingness to communicate. To attain the purpose of the study, 45 females intermediate students that were roughly selected according to their previous grades and their assigned level in language school were chosen to participate in this study. Then they were divided to three equal groups: Experimental group 1(immediate feedback), Experimental group 2 (delayed feedback) and control group. In the first session, WTC questionnaire (MacIntyre ,2001 modified by Pourya Baghaei and Ali Dourakhshan) was administered to all groups as pretests. In group 1 the students’ errors were corrected by the teacher immediately after committing but in the second group, the students’ errors were written by the teacher and her comments were given to them when they finished their tasks. For the control group, the routine procedure of New Headway intermediate was followed. After about 12 sessions WTC was repeated as posttests. The findings revealed that immediate and delayed corrective feedback have a significant effect on EFL students’ level of WTC. The results, also demonstrated that experimental group 1 (immediate feedback) outweighed the other two groups in relation to their WTC. The findings have implication for pedagogy as well as further research.

An effort is made in this study to research EFL-correction strategies. Our studies investigating the effects of error correction feedback have suggested that if correction technique is not more, the correction method cannot be ideal and unique for all kinds of learners since what can seem appropriate for one student can be discouraging and demotivating for another.