| dc.description.abstract | This study is entitled Error Preference of Students: A Qualitative Inquiry, which aims to know how the students should be corrected in a way they wanted to . An in-depth interview (IDI) and focus group discussion (FGD) was conducted to 14 students, 7 for in-depth interview and 7 for focus group discussion. The participants were 2nd year college students at University of Mindanao Tagum College. We collected twenty-nine pieces of data from research question number one with six themes, and gathered four themes for the research question number two and four themes for the research question number three. The accumulated data from the study was coded, analyzed using data reduction, thematic analysis, drawing conclusions, and verification. The analyzing data from research question number one showed the immediate correction, correction by the teacher, lessen anxiety, corrective feedback post-performance, written corrections, and verbal corrections. It seems that all of these are driven reasons of the students in correcting their errors in
language learning. In the research question number two showed, how the participants’ preferred ways of correction motivate them to learn the language, highlight self-correction, feedback from peers, feedbacking develops students, and reflection on errors are four themes emerged in the interview. And in terms to the
insights of students on the importance of error correction, the teacher empathy, different approaches, transformative sentiments, and acceptance of mistakes are the four key themes that emerged during the interviews. In summary, students have different preferences in correcting their errors, yet, it is connected to one another.
Techer’s strategies in correcting student's error may be applicable to some but not to
all. | en_US |
