Correcting students’ motivation and learning. It is

Correcting students’ errors is not an easy task. Teachers
have to decide when to correct a student and what correction technique is the
most appropriate one. The idea behind this research stems from my experience as
an English teacher intern in two primary schools of Prizren. During my
internship, I noticed that some teachers use only a few oral feedback types and
that they are not aware of the importance of feedback on students’ motivation
and learning. It is very difficult for teachers to decide which type of
feedback to use and whether or not to correct errors. Many teachers think that
oral error correction increases students’ anxiety making them hesitant to speak
and participate in classroom activities. Others consider oral feedback as a way
to facilitate students’ learning. Thus, this research will try to analyze the
corrective feedback used by teachers and students’ perceptions towards it. The research was conducted among students of English as well
as teachers from lower-secondary schools where English is taught as a foreign
language. No criterion was adopted when selecting schools for data collection.
Ten teachers of lower-secondary schools participated in the study. Their teaching
experience varied from one to five years. The number of participating students
in the research is 40; eighteen females and twenty-two males. They were
randomly selected from two lower-secondary schools of Prizren. The average age
of the students’ was 14 and their first language was Albanian.  

There are many approaches for dealing with research in a
second language acquisition. To get the best results, in my research I will use
both qualitative and quantitative methods. My main instruments of data
collection will be questionnaires and classroom observation. According to
Mackey and Gass (2005), observational data
are useful means for gathering in-depth information about phenomena and events
that occur in the foreign language classrooms. Using classroom observations
will help me get a deeper understanding of the participants and their context. Since
there’s a possibility that the presence of an observer may influence the
participants’ behaviors, observations may be most useful when combined with other
methods (ibid). Hence, questionnaires will be the second means of my data
collection. Brown (2001) defined
questionnaires as written instruments that present respondents with questions
or statements to which they react either by writing out their answers or
selecting them among existing answers. The teacher’s questionnaire will contain
both closed and open-ended question, while students’ questionnaire will have
only closed-ended questions. Questionnaires will be useful to provide
comparable information as well as qualitative and quantitative data. 

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