The effect of oral error correction on students' perception of impoliteness in English classes

Abstract

Teaching English as a foreign language involves many classroom practices. Among them, oral error correction stands out. It can affect students' feelings despite its necessity and frequency in class. This research aims to examine how different correction methods affect students' views on impoliteness and their discomfort with it. A quanti-qualitative method was used to investigate students’ feelings about those techniques. Results showed that most students are comfortable with most error correction methods. However, methods involving teachers’ insistence in correction and those requiring too much repetition tend to make students feel uncomfortable and perceive them as impolite. This work suggests that too much repetition or interruption can affect students' perceptions of impoliteness and interest in learning.