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Mikhail - MA Thesis.pdf (789.48 KB)

ETD Abstract Container

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Students’ and Teachers’ Beliefs and Preferences for Grammar Instruction in Adult ESL Classrooms

Mikhail, Alexandria Kalyn
http://rave.ohiolink.edu/etdc/view?acc_num=osu1597929908672287

Abstract Details

2020, Master of Arts, Ohio State University, EDU Teaching and Learning.
The role of grammar instruction and error correction in English language learning classrooms is a closely watched debate within second language acquisition (SLA) research. Additionally, research in teacher and student beliefs and preferences about grammar instruction also vary across studies and instructional contexts. However, second language learner beliefs are vital to explore due to correlation with proficiency, motivation, anxiety, and independent learning (Songhori, 2012; Loewen et al., 2009). This study considers what students recognize as grammar instruction in their learning experience and if it matches teacher perceptions of the organization of their grammar instruction. Additionally, it looks into learners’ and teachers’ preferences on the organization of grammar and their stated reasons behind these preferences. Using a questionnaire and field notes to inform lengthy exit interviews and later member checks, six major themes emerge from the data centered on student and teacher preferences beliefs. The findings from these themes suggest that learners and teachers preferred isolated FFI over integrated, although, both had conditions to this preference. In terms of oral error correction, there were differing beliefs among learners and teachers: students preferred teacher corrective feedback, while the teachers had more reserved views based on their beliefs about SLA theory and research. Furthermore, students were hesitant towards oral peer corrective feedback, while teacher participants had split views. Implications of the study include the necessity to factor in student demographics and the common instructional practices used within them, and student expectations into instruction choice. In addition, explanations of some integrated activities may be beneficial for students to understand their full potential. For teachers and learners, further research is needed to clarify the best evidence-based practices for teacher and peer grammar-related corrective feedback.
Leslie Moore, PhD (Advisor)
Alan Hirvela, PhD (Committee Member)
112 p.
Education; English As A Second Language; Teaching
student beliefs; student preferences; learner beliefs; teacher beliefs; teacher preferences; grammar organization; ESL grammar; form focused instruction; FFI; isolated FFI; integrated FFI; oral corrective feedback; oral peer corrective feedback

Recommended Citations

Citations

  • Mikhail, A. K. (2020). Students’ and Teachers’ Beliefs and Preferences for Grammar Instruction in Adult ESL Classrooms [Master's thesis, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1597929908672287

    APA Style (7th edition)

  • Mikhail, Alexandria. Students’ and Teachers’ Beliefs and Preferences for Grammar Instruction in Adult ESL Classrooms. 2020. Ohio State University, Master's thesis. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1597929908672287.

    MLA Style (8th edition)

  • Mikhail, Alexandria. "Students’ and Teachers’ Beliefs and Preferences for Grammar Instruction in Adult ESL Classrooms." Master's thesis, Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1597929908672287

    Chicago Manual of Style (17th edition)

osu1597929908672287
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This open access ETD is published by The Ohio State University and OhioLINK.