Attitudes of ESP Students toward Teacher’s and Students’ Errors Correction in English at College of Physical Education for Women

	Attitudes of ESP Students toward Teacher’s and Students’ Errors Correction in English at College of Physical Education for Women
Sciences Journal Of Physical Education
Article 1, Volume 5, Issue 2, 2012, Pages 72-83
Abstract
Attitudes of ESP Students toward Teacher’s and Students’ Errors Correction in English at College of Physical Education for Women Abstract Many language educators and researchers maintain that matching the expectations of teachers and students is important for successful language learning. Accordingly, it is beneficial for teachers to discover their students’ attitudes toward instructional practices (i.e error correction). This research investigated the findings of a questionnaire administered to 200 Iraqi students at College of Physical Education for Women –Baghdad University at the academic year 2009-2010. The closed questionnaire has investigated (1) students' attitude s toward classroom error correction; (2) their preferences for correction of different types of errors; and (3) the students’ attitudes for particular correction methods. The results of the questionnaire have shown that the students have positive attitudes toward students’ correction of errors and indicated a preference for correction of pronunciation and dictation. The most favored correction method was for the teacher to give the student a hint which might enable the student to notice the error and self-correct. Finally, it is recommended that instructors of teaching English for special purpose to use students’ errors correction instead of using teacher’s errors correction in classes.

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