چکیده:
The present study is an attempt to explore any significant relationships between learners’ preferences for error correction, demotivation, and language proficiency (LP). One hundred Iranian EFL students, including both males and females, studying at the departments of foreign languages of Shahid Bahonar University of Kerman and Tehran University took part in this study. In order to obtain the required data, two questionnaires and a proficiency test were utilized: the learners’ preferences for error correction questionnaire (Fukuda, 2004) to measure learners’ preferences for error correction, the demotivation questionnaire (Sakai & Kikuchi, 2009) to measure demotivation, and Michigan Test (1997) to measure the learners’ language proficiency level. The findings of this study revealed that first, there was a significant negative relationship between the learners’ preferences for error correction and demotivation (- 0.79): the more satisfied learners are with the error corrections they receive, the less demotivated they will be; second, there was a significant positive relationship between learners’ preferences for error correction and LP (0.69): the higher the learners’ satisfaction with error corrections they receive, the higher their level of LP; third, there was a significant negative relationship between demotivation and LP (- 0.59): the more demotivated learners are, the less their scores of LP will be.
خلاصه ماشینی:
"EFL Learners’ Preferences for Error Correction and Its Relationship with Demotivation and Language Proficiency in the Iranian Context Mina Rastegar* Assistant Professor, Shahid Bahonar University of Kerman, Iran Hajar Homayoon M.
A. in TEFL, Shahid Bahonar University of Kerman, Iran Received: February 6, 2012; Accepted: September 2, 2012 Abstract The present study is an attempt to explore any significant relationships between learners’ preferences for error correction, demotivation, and language proficiency (LP).
PURPOSE OF THE STUDY Considering the above-mentioned review, the present research project aims at investigating the relationship between the three aforementioned variables namely preferences for error correction, demotivation, and language proficiency of EFL learners.
18 Learners’ preferences for error correction (LPEC) Language proficiency (LP) Analysis of Learners’ Preferences for Error Correction and Demotivation To answer the first research question—Is there any significant relationship between EFL learners’ preferences for error correction and demotivation?—statistical test of Pearson Product Moment Correlation Coefficients was conducted.
The findings of this study revealed that there was a significant negative relationship between learners’ preferences for error correction and demotivation (r=- 0.
The findings of this study revealed that there was a significant negative relationship between learners’ preferences for error correction and demotivation (r=- 0.
Thus, in order not to demotivate the EFL learners in basic levels extra care must be taken by the language teachers to consider the preferences of the learners and correct the errors in a way to boost their motivation in their EFL courses."