Association between Oral Error Corrections of University Teacher and English Majors' Language Anxiety in Philippine Higher Education Context

Autor/in	Guibangguibang, Herford Rei B.
Titel	Association between Oral Error Corrections of University Teacher and English Majors' Language Anxiety in Philippine Higher Education Context
Quelle	In: International Journal of Language Education, 4 (2020) 2, S.183-193 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2548-8457
Schlagwörter	Oral Language; Error Correction; Anxiety; English (Second Language); Second Language Learning; Audio Equipment; Teaching Methods; Second Language Instruction; Language Teachers; Foreign Countries; Majors (Students); Student Attitudes; Classroom Communication; Teacher Student Relationship; Teaching Styles; College Students; Philippines + Suchen Sie Ihr Suchwort? Oral interpretation; Mündlicher Sprachgebrauch; Korrektur; Angst; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Audio-CD; Teaching method; Lehrmethode; Unterrichtsmethode; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Ausland; Schülerverhalten; Klassengespräch; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrstil; Unterrichtsstil; Collegestudent; Philippinen
Abstract	This study sought to answer the question on the level of English language anxiety in the ESL and mainstream classrooms of 61 total number of English major students utilizing the 20-item self-assessment questionnaire of English Language Anxiety Scale (ELAS) developed by Pappamihiel (2002). Actual onehour footage of classroom was documented through a MONACORR audio-recorder, thrice with each teacher. The recorder was given to one of the teachers' students without knowledge for the authenticity of their oral corrections. After having identified the existing oral error corrections by the English teachers through audio-recording, a self-made questionnaire was answered by the students to find what is the rate of occurrence of the identified oral error correction styles. The frequency count, weighted mean, and Chisquare tests were the statistical tools used to answer the problems posed in this study. Findings divulged after the transcription, teachers were only utilizing elicitation, explicit correction, recast, and repetition. Moreover, students perceived that elicitation oral error correction type is "often" used while explicit correction, recast, and repetition are only used "sometimes" by their English teachers. Meanwhile, ELAS results indicate levels of language anxiety in the ESL classes and mainstream, although language anxiety is significantly higher in ESL classes. As to correlation, it was found out that the rate of occurrence of explicit correction, recast, and repetition as perceived by ESL English major students of their English teachers' oral error correction types have no significant relationships to their English language anxiety. This study suggests that oral error correction has nothing to do with the English language anxiety of English major students and that English teachers shall retain the practice of the oral error correction for it does not give high level of learners' anxiety in learning English for undergraduate students choosing English as their major discipline. (As Provided).
Anmerkungen	International Journal of Language Education. Faculty of Languages and Literature UNM Jl Daeng Tata Raya Makassar, South Sulawesi 90224 Indonesia. e-mail: ijole@unm.ac.id; Web site: https://ojs.unm.ac.id/ijole/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01