The Study On Teachers‘Treatment Of Learners‘ Oral Errors In Efl Classes: The Case Of Ejaji Secondary School, Grade 10 In Focus.

Abstract

This study aimed at the teachers’ treatments of learners’ oral errors teaching in grade 10 at Ejaji secondary school in West shoa zone. It investigates the different kinds of corrective techniques that the teacher used to treat learners in EFL classes. It also explores what challenges the teachers encounter in treating learners’ oral errors of grade 10 students. In addition, it identifies if the teachers give feedback, and in what manners they give. To achieve these objectives, English teacher and students of grade 10 were used as a population of the study. The teachers were observed and video recorded during their actual classroom teaching. Two speaking skill lessons were observed with the guidance of observation checklist and transcribed. The paper discussed the results of data that was collected by using three instruments: classroom observation checklist, questionnaire and interview questions. The data gathered from the two teachers and grade 10 students were then analyzed using quantitative and qualitative data analysis methods. It was also found that there would be a significant difference between the teachers’ oral feedback provision and their actual practice. In addition to that, students at Ejaji secondary school would expect specific oral corrective feedback approaches from their teachers. The result of the study indicated that the teachers are not used different corrective feedbacks properly in EFL classroom. Finally, the researcher made some recommendations, with suggestions for further investigations on similar topic.