Exploring Teacher Rationale for Oral Error Correction Strategies in Libyan EFL Classrooms

المؤلفون

DOI:

https://doi.org/10.56592/flj.v1i34.2654

الكلمات المفتاحية:

استيراتيجيات التصحيح الشفهية، الفصول الشفهية، اللغة الإنجليزية كلغة أجنبية، توجهات المعلمين،طلبة الجامعات

الملخص

This exploratory study, conducted at the University of Tripoli, Faculty of Languages, English Department, investigates Libyan EFL teachers' beliefs about error correction strategies in oral classrooms. Using semi-structured interviews and thematic analysis, the study explores how teachers conceptualize error correction. Findings show that responses to the teacher's oral corrective feedback (TOCF) vary based on individual preferences and emotional reactions. Immediate TOCF was valued for pronunciation, whereas delayed and indirect TOCF was preferred for grammar and vocabulary. While immediate TOCF prevents fossilization, teachers strategically employ delayed TOCF depending on error type and context

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التنزيلات

منشور

2026-08-28

كيفية الاقتباس

Najwa A. Jroush. (2026). Exploring Teacher Rationale for Oral Error Correction Strategies in Libyan EFL Classrooms. Faculty of Languages Journal-Tripoli-Libya, 1(34). https://doi.org/10.56592/flj.v1i34.2654