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TEACHERS ERROR TREATMENT PRACTICES AND PERCEPTIONS IN TEACHING ENGLISH TO ADULT EFL LEARNERS IN SAUDI ARABIA A GENDER BASED QUALITATIVE STUDY

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32 Pages : 290-299

http://dx.doi.org/10.31703/grr.2020(V-I).32      10.31703/grr.2020(V-I).32      Published : Mar 2020

Teachers' Error Treatment Practices and Perceptions in Teaching English to Adult EFL Learners in Saudi Arabia: A Gender-Based Qualitative Study

Abstract

    This paper explores error treatment practices in teaching English to Saudi adult English Language learners. In this genderbased qualitative study, thirty-six male and twenty-four female teachers were interviewed, using Hendrickson's (1978) theoretical framework to analyze learners' error treatment practices by EFL teachers. No significant difference in the male and female teachers was found in their perception of the students' errors, reasons and ways to correct students' errors and their perceptions of the backwash effect of the error correction. However, female teachers find a lack of student motivation as a major cause of errors. The study has also explored some unreflective and unprofessional error treatment practices that urge the need for regular training for the teachers to make them aware of the psychological dimensions of error treatment practices. The study recommends the transformation of the traditional style of teaching into coaching to give professional, reflective, and effective treatment to adult EFL/ESL learners' errors.

    Gender-Based Qualitative Study, Error Treatment, Psychological Dimensions, Adult EFL/ESL Learners.

    (1) Muhammad Sabboor Hussain
    Assistant Professor, Department of English, GC Women University, Sialkot, Punjab, Pakistan.
    (2) Khaled B. Albesher
    Associate Professor, English Language Department, The College of Arabic Language and Social Studies, Qassim University, Qassim, Saudi Arabia.
    (3) Aisha Farid
    Assistant Professor, Department of English, GC Women University, Sialkot, Punjab, Pakistan.
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Cite this article

APA

    APA : Hussain, M. S., Albesher, K. B., & Farid, A. (2020). Teachers' Error Treatment Practices and Perceptions in Teaching English to Adult EFL Learners in Saudi Arabia: A Gender-Based Qualitative Study. Global Regional Review, V(I), 290-299. https://doi.org/10.31703/grr.2020(V-I).32

CHICAGO

    CHICAGO : Hussain, Muhammad Sabboor, Khaled B. Albesher, and Aisha Farid. 2020. "Teachers' Error Treatment Practices and Perceptions in Teaching English to Adult EFL Learners in Saudi Arabia: A Gender-Based Qualitative Study." Global Regional Review, V (I): 290-299 doi: 10.31703/grr.2020(V-I).32

HARVARD

    HARVARD : HUSSAIN, M. S., ALBESHER, K. B. & FARID, A. 2020. Teachers' Error Treatment Practices and Perceptions in Teaching English to Adult EFL Learners in Saudi Arabia: A Gender-Based Qualitative Study. Global Regional Review, V, 290-299.

MHRA

    MHRA : Hussain, Muhammad Sabboor, Khaled B. Albesher, and Aisha Farid. 2020. "Teachers' Error Treatment Practices and Perceptions in Teaching English to Adult EFL Learners in Saudi Arabia: A Gender-Based Qualitative Study." Global Regional Review, V: 290-299

MLA

    MLA : Hussain, Muhammad Sabboor, Khaled B. Albesher, and Aisha Farid. "Teachers' Error Treatment Practices and Perceptions in Teaching English to Adult EFL Learners in Saudi Arabia: A Gender-Based Qualitative Study." Global Regional Review, V.I (2020): 290-299 Print.

OXFORD

    OXFORD : Hussain, Muhammad Sabboor, Albesher, Khaled B., and Farid, Aisha (2020), "Teachers' Error Treatment Practices and Perceptions in Teaching English to Adult EFL Learners in Saudi Arabia: A Gender-Based Qualitative Study", Global Regional Review, V (I), 290-299

TURABIAN

    TURABIAN : Hussain, Muhammad Sabboor, Khaled B. Albesher, and Aisha Farid. "Teachers' Error Treatment Practices and Perceptions in Teaching English to Adult EFL Learners in Saudi Arabia: A Gender-Based Qualitative Study." Global Regional Review V, no. I (2020): 290-299. https://doi.org/10.31703/grr.2020(V-I).32