Collection Title:	SIU Thesis
Title :	Myanmar EFl Teachers’ and Adult Learners’ Preferences on Oral Error Correction
Material Type:	printed text
Authors:	Khaing Mu Mu Zin, Author ; Steven Ray McKee, Associated Name ; Amporn Sa-ngiamwibool, Associated Name
Publisher:	Bangkok: Shinawatra University
Publication Date:	2015
Pagination:	v, 55 p.
Layout:	Table
Size:	30 cm.
Price:	500.00
General note:	SIU THE: SOLA-MTEIL-2015-01 Thesis. [M.Ed.[Teaching English]]. Shinawatra University, 2015.
Languages :	English (eng)
Descriptors:	[LCSH]Adults education [LCSH]English language -- Communication
Keywords:	Oral Error Correction Myanmar EFL Teachers’ and Adult Learners’ Preferences Corrective Feedback
Abstract:	Error correction is vital for oral communication skill improvement. However, preferences between the teachers and adult learners on oral error correction are different and this affects the learners’ oral communication skill improvement. The purpose of this study was therefore to investigate Myanmar teachers’ and adult learners’ preferences on the following aspects: 1) the necessity of oral error correction on oral skill improvement, 2) the frequency of error correction, 3) the appropriate time of correction, 3) the types of error that need to be treated, 4) the delivering agent of error correction, and 5) the reasons of teachers’ and learners’ preferences on oral error correction. This study was based on triangulation. The subjects were eighty-three adult learners who were studying at two private language schools and twelve Myanmar teachers who taught English language skills in Yangon, Myanmar. The instruments for data collection included a questionnaire and two sets of semi-structured interviews for teachers’ and adult learners’ preferences. The data was quantitatively and qualitatively analyzed. The results revealed both the teachers and students certainly agreed that students’ errors should be corrected.Besides, the vast majority of the teachers believed that the most effective corrective feedback was repetition and learners preferred explicit corrective feedback most. Moreover, certain reasons of teachers’ and learners’ preferences in terms of spoken error correction were significantly indicated in the findings.
Curricular :	BALA/GE/MTEIL
Record link:	http://libsearch.siu.ac.th/siu/opac_css/index.php?lvl=notice_display&id=26158

SIU Thesis. Myanmar EFl Teachers’ and Adult Learners’ Preferences on Oral Error Correction [printed text] / Khaing Mu Mu Zin, Author ; Steven Ray McKee, Associated Name ; Amporn Sa-ngiamwibool, Associated Name . - [S.l.] : Bangkok: Shinawatra University, 2015 . - v, 55 p. : Table ; 30 cm.
500.00
SIU THE: SOLA-MTEIL-2015-01
Thesis. [M.Ed.[Teaching English]]. Shinawatra University, 2015.
Languages : English (eng)

Descriptors:	[LCSH]Adults education [LCSH]English language -- Communication
Keywords:	Oral Error Correction Myanmar EFL Teachers’ and Adult Learners’ Preferences Corrective Feedback
Abstract:	Error correction is vital for oral communication skill improvement. However, preferences between the teachers and adult learners on oral error correction are different and this affects the learners’ oral communication skill improvement. The purpose of this study was therefore to investigate Myanmar teachers’ and adult learners’ preferences on the following aspects: 1) the necessity of oral error correction on oral skill improvement, 2) the frequency of error correction, 3) the appropriate time of correction, 3) the types of error that need to be treated, 4) the delivering agent of error correction, and 5) the reasons of teachers’ and learners’ preferences on oral error correction. This study was based on triangulation. The subjects were eighty-three adult learners who were studying at two private language schools and twelve Myanmar teachers who taught English language skills in Yangon, Myanmar. The instruments for data collection included a questionnaire and two sets of semi-structured interviews for teachers’ and adult learners’ preferences. The data was quantitatively and qualitatively analyzed. The results revealed both the teachers and students certainly agreed that students’ errors should be corrected.Besides, the vast majority of the teachers believed that the most effective corrective feedback was repetition and learners preferred explicit corrective feedback most. Moreover, certain reasons of teachers’ and learners’ preferences in terms of spoken error correction were significantly indicated in the findings.
Curricular :	BALA/GE/MTEIL
Record link:	http://libsearch.siu.ac.th/siu/opac_css/index.php?lvl=notice_display&id=26158