ASSIGNMENT SAMPLE ON TEACHING TEACHER GUIDANCE OR EDUCATIONAL POLICY
Introduction
Practices in the classroom play a significant role in student learning, which is at the core of teachers’ work (Dutta et. al. 2016). Since motivation, learning, and achievement are critical aspects of student achievement, educators and policymakers are interested in learning and supporting effective classroom practices. The need for high-quality instruction is universal, but defining best practice is a complex issue, and there is still much to be debated. This essay focuses on two specific teaching and teacher guidance areas relevant to a particular context of course. In part one, the discussion lies in teaching pronunciation in textbooks. In part two, it is discussed that teacher guidance on capturing oral errors after they have occurred. According to Gilakjani (2016), using proper pronunciation is essential to learning EFL since it allows learners to understand native speakers and native-like speakers properly and to communicate more effectively. In task-based activities, students practice pronunciation, which facilitates learning. The speaker and the listener are bound together by communication. While students are learning English, there is no doubt that mistakes are to be expected.
On the other hand, if teachers ignore their students’ mistakes in spoken English, they won’t be able to succeed in school or communicate well with others in English. Second language acquisition (SLA) research has come under criticism for failing to reach some members of its intended audience – teachers responsible for understanding and implementing SLA theories in the classroom (Saville-Troike, 2017). Additionally, this report includes recommendations for teacher guidance and textbook/classroom practice based on SLA findings. By taking the class and examining empirical questions about their own students’ second language acquisition, this study aims to show how teachers’ thinking has evolved regarding teaching.
Two specific areas of teaching & teacher guidance
Approaches to teaching pronunciation in textbooks
Pronunciation is significant in language teaching and learning (Kralova, 2019). This is because it leads to developing a better understanding of the speakers properly and improvises the capability to communicate. Stating a word or understanding the way of expressing it is very significant in English as a mispronunciation of any word can change its overall meaning. This is the reason that pronunciation is gaining increased attention from teachers and learners to learn English as a foreign language or any other second language. Pronunciation is getting attraction such as any other aspect including grammar, vocabulary, or spelling (Xodabande, 2017). One of the significant needs for language proficiency is safeguarding the pronunciation that the language learners can easily understand.
In this context, Purwanto (2019) states two major approaches: intuitive-imitative and analytic-linguistic. In the intuitive-imitative approach, it is assumed that the ability of the student to listen and imitate the sounds and rhythms of the language will give rise to the development of an acceptable threshold pronunciation without the interference of any information. The technologies used within this approach are websites, computer-based programs and audio tapes and videos.
On the other side, another approach is analytic-linguistic, and in this, the learners can be offered explicit information on pronunciation (Aydin et. al. 2017). This approach can be articulator’s descriptions, vocal charts, and phonetic alphabet.
Language teaching in the British tradition was revolutionized from the late 1960s onwards, leading to the development of communicative language teaching. Roy (2016) stated that language teaching in Britain was based on situational language teaching before communicative language teaching. Communal language teaching has evolved from audio-lingual methods, which focus on drilling and memorization, on the opposite end of the spectrum. It aims to increase learners’ communication through communicative language teaching in real-life situations. It emphasizes meaning rather than accuracy.
Such information can be exhibited in diverse interactive speech websites and software. Apart from this, another one is the integrative approach. As per this, pronunciation is considered an integral aspect of communication. In this regard, McGregor and Reed (2018) mention that the students or learners practice pronunciation within meaningful task-based functions. In addition to this, the pronunciation is educated to meet the specific needs of learners. Furthermore, there are different strategies that a teacher attempt to teach various components of pronunciation.
Perfect pronunciation achievement must no longer be the objective, but it requires setting a more realistic aim that is suitable, reasonable, and applicable for the communication requirement of the learners (Jarosz, 2019). Furthermore, it is believed that the learners are required to expand functional intelligibility, speech monitoring, speech modification strategies, and functional communicability. The instructor or teacher should consider various pronunciation areas (Purwanto, 2019).
In this regard, it is evident that pronunciation is not only referred to how to pronounce the individual sounds, consonants or any vowels. Instead, it should also involve connected speech, word stress, intonation and rhythm due to the influence on speech. However, it is believed that most of the learners are sure that the key helpful area of pronunciation is teaching in segmental rather than supra-segmental. The reason behind this is that the segmental dimension helps the learners enhance pronunciation patterns and enhance the level of confidence to enjoy the language. According to Kralova (2019), the various teaching activities involve fluency workshops, individual introduction college, and listening and values subjects. The most effective and efficient approach considered for pronunciation is enjoying multisensory models to teach pronunciation.
A review of research into strategies for teaching pronunciation shows that there are numerous problems in pronunciation classes and a number of solutions available. English pronunciation, reviewing the history of English pronunciation instruction, explaining the purpose of English pronunciation instruction, then addressing the problems associated with pronunciation learning and the importance of teacher instructions (Reed et. al. 2019). The discussion included an explanation of pronunciation and communication, a review of prior research on pronunciation instruction’s ability to increase learners’ achievement, and an examination of comfort intelligibility in English pronunciation.
There are three approaches to discuss: the intuitive-imitative one, the analytic one, and the integrative one. The intuitive-imitative method helps young students learn to pronounce diphthongs easily and is also helpful when explicit instruction is ineffective. On the other hand, the analytic-linguistic approach appears to be more effective in teaching the pronunciation of pure vowels because it offers a deeper insight into linguistic features (Szyszka, 2017). As a result, teachers use the phonetic alphabet, descriptive charts, and older students may be more likely to learn pronunciation using this method. Lastly, some teachers believe that pronunciation is an integral part of communication, so they use integrated interventions rather than isolated drills. This is because they see pronunciation as an integral part of communication, so they include it in their classes. Specifically, they practice discourse beyond the level of phonemes and words, as well as intonation, supra-segmental of stress, and rhythm.
In particular languages, it also applies to the three aspects of an approach to language teaching in general. However, beliefs about language learning are usually taken into account through the communicative post-methodology state of the art in language learning and teaching, so that beliefs about language and syllabus design are taken into consideration. Michael Lewis’ Lexical Approach is one of the most famous language-specific approaches. According to this approach, language is composed of more than just traditional grammar and vocabulary but is often fabricated by chunks of multiple words (Pettini, 2021). The view Lewis has on language, which is to say on how to construct language, has influenced the way vocabulary is taught today, despite the fact he proposes few techniques. An approach in pronunciation instruction can be based on a “practical presentation of the subject” as opposed to a “catalogue of abstract concepts” as the first aspect of pronunciation lessons that relate to actual implementation.
Key Points of English learners at the intermediate level
- Using minimal pairs – To help students notice these small differences, it is helpful to understand the small differences between similar words.
- The Word Stress Pattern – Concentrate on short sentences utilizing standard word stress patterns to help students improve their pronunciation.
- Introduction to Stress and Intonation – Students will do much better if they concentrate on the stress and intonation used in English (Levis al. 2018).
- Develop a better understanding of stress and intonation – Change up the stress in particular words to change their meaning in order to enhance the students’ understanding of stress and intonation.
- Register and function usage – Introduce the idea that pronunciations change based on whether the situation is formal or informal.
Discussion
Researchers studied teachers’ perceptions and practices in a community-based English as a Second Language program, students’ perceptions, and textbook support for pronunciation instruction. As a result of this threefold approach, we identified ways to assist our students with pronunciation better. When their students asked them about the pronunciation of specific words, the seven teachers recognized the importance of pronunciation instruction. The teachers, on average, felt they could benefit from more training in this area, especially since their students place such a high value on pronunciation instruction.
Students were taught pronunciation primarily by repetition. Some teachers displayed their mouth shapes when explaining Latin pronunciation, and others demonstrated the pronunciation of Spanish words as they spoke (Pennington et. al. 2019). One teacher in the classroom observed only repetition to practice pronunciation. Another teacher used minimal pairs to differentiate between two segments. Only the syllabification explanation was present in the class with the highest proficiency level, indicating that pronunciation instruction primarily focuses on segmental rather than supra-segmental. Community-based ESL programs often have a challenge in providing volunteer teachers with the appropriate training in pedagogy in general and pronunciation instruction in particular so that they can implement the most effective instruction.
Teacher guidance on correction of oral errors
According to Jing et. al. (2016), an error can be said to use any linguistic term in such a way that it can demonstrate incomplete or faulty learning. It is believed that an error is different from a mistake. It can be said that error is a systematic variation that the learner can do due to a lack of knowledge of the appropriate role of the target language. This demonstrates a lack of language competency, or it can be said as the current stage of development.
On the other hand, the mistake is made by the lack of performance, attention, carelessness, fatigue or any other dimension of performance. Uysal and Aydin (2017) describe that a student or learner can self-correct at the time while the mistake has been identified or pointed out. In the present era, language error is considered a universal phenomenon, which occurs in learning any language. Considering the issue of dealing with students errors, it can be stated that a teacher is responsible for finding the causes of the errors. Therefore while identifying or meeting the error done by the students, the teacher should emphasize its root causes. In some instances, there can be some unbelievable errors. The reason is that the student cannot master the entire knowledge which the teacher has studied or introduced. The learner must go through a lengthy process to get mastery in the whole knowledge as the educators have (Gómez Argüelles et. al. 2019). Thus, the teacher is required to apply the appropriate way to rectify the students’ errors.
Any student can make errors can be pronunciation, grammatical, or communication strategy-based errors. The errors related to pronunciation makes it complicated for the speakers to themselves understand. For a learner, pronunciation ideas are a very common phenomenon. In addition, grammatical errors can be instances of faulty, controversial, and unconventional use (Ferlazzo and Sypnieski, 2018). Therefore, it becomes the teacher’s responsibility to keep track of the learners’ errors and rectify them. Also, it is the responsibility of the learners to obey the grammar rules while speaking English. Lastly, some key examples of communication strategy based errors are “How much do you earn a year”? And “Are you married”? These questions can be considered impolite if asked by a student to the teacher. The learners must understand that such questions are not acceptable to everyone.
There can be several approaches or strategies when any person or teacher decides to rectify the student’s error. Ellis (2017) divides the feedback type into several positive and negative.
These are error type feedback, blame feedback, praise feedback, improvement feedback, error type feedback or correct form model feedback. On the other side, the four major strategies of correcting the error are implicit correction, explicit correction, an indication of non-comprehension and confirmation check and clarification request.
Error correction affects motivation in English language learning because how the teacher corrects a student determines how they will react to it (Ghanizadeh et. al. 2020). Communication with other students is one of the students’ main goals. This learning objective can be reached when students are motivated to learn during oral practice activities. A number of strategies, such as clarification requests, repetition requests, and the use of questioning looks, are natural and non-treating ways of encouraging students to offer feedback. Thus, motivation is the factor that determines whether learners initiate or ignore a task, the amount of energy they devote to it, and the duration of their participation in it.
The Reasons for Language Errors
- Language Transfer – A mother tongue significantly influences a learner’s language, called inter-lingual transfer, and it plays an important role in English learning. Consequently, mother tongue influences can be both positive and negative (e.g., I enjoy my teacher very much), and thus positive and negative transmission occurs.
- Interfering with one another in the language – It includes textbook explanations and teacher instructions. In addition to the training learners receive, errors can also arise as a result of the training they receive (Bai al. 2019). A language rule or phenomenon may not be explained adequately in textbooks. Additionally, language teachers sometimes provide implicit or imprecise explanations of language elements or rules.
- Communicating Strategies – The learners will learn to communicate with other people verbally or nonverbally if they do not have access to precise language items. In addition to using synonyms and opposites, switching between L1 and L2, as well as literally transcribing L1 items into L2, communication strategies are important. Errors that result from improper use of certain items occur when communication strategies are not used properly.
Error-Correcting Strategies
Several types of error correction have been classified in the field of SLA research by a number of researchers when teachers decide to correct an error (Nassaji, 2020). The types of feedback in this analysis are broken down into nine different categories: the first seven are negative, and the last two are positive:
- Feedback on errors
- Where the error feedback is located
- Feedback type errors
- Formal feedback on the model
- Providing feedback on remedies
- Providing feedback on new attempts
- Offering blame feedback
- Improving feedback
- Praise feedback
Explicit Correction (Teacher’s Correction)
In the process of providing the correct form, the teacher clearly indicates that what the student said was right. Explicit correction is the act of providing appropriate instructions in the classroom. Teachers reported to explicit correction after they exhausted all other means of getting the error maker to rectify it. It was generally used alone in cases in which the teachers felt students made phonological errors they hadn’t experienced before or were difficult to pronounce themselves.
Implicit Correction (Teacher’s Correction)
Since recast is an implicitly corrective feedback strategy, researchers have been analyzing factors that allow learners to notice it and to determine whether it can promote self-correction in certain circumstances (Ha et. al. 2020). When the teacher asks the students to repeat or reformulate their utterance, it indicates that either the teacher has misunderstood their utterance or that the utterance is ill-formed in some manner. Typical clarification requests include phrases such as “pardon me…”. They also may repeat the errors found in “What do you mean by…?”
Student’s Correction (Teacher’s Correction)
Make students responsible for correcting their errors. It’s not possible for a teacher to correct all errors directly. Teachers can guide students to correct errors themselves, helping them identify the errors and causing them. It is common for corrections to assist students in revising their writing or improving their accent and fluency. In most cases, though, corrections should be limited and focused on specific corrections: for example, verb tense, intonation pattern, etc. Most instructors would rather not deal with the sensitive issue of correcting student error. To make a potentially negative exercise into a positive exercise, educators should ensure that instructors consider such factors as overall comprehension and correctional goals as part of the feedback they provide (Vattøy et. al. 2019). By analyzing the types of errors and exploring the causes of errors, this thesis will report on language error correction in junior high school classrooms. The thesis will also suggest some strategies to correct these errors.
Figure 2: Grammatical Spoken Errors
(Source: Huynh, 2017)
Analysis of textbook/classroom practice, teacher guidance or policy supported by findings from SLA
The project describes different factors of English teaching in the British Council accredited Nottingham Language Academy (NLA). The literature review is based on understanding approaches to teaching pronunciation in textbooks and teacher guidance on correcting oral errors. Communicative Language Teaching (CLT) and Task-Based Learning (TBL) are two proposed methods of teaching in NLA that help teachers monitor TBL activities.
Learner’s Experience
With different learner groups at NLA, the teacher’s group is divided into various groups that focus on elementary, pre-intermediate, intermediate and upper-intermediate learners. Through CLT and TBL, teachers could encourage meaningful interaction with each learner group; however, there is a greater need to monitor their teachings (Wach, 2018). The teacher’s experience is very challenging in NLA, as they need practical teaching tools to monitor learners’ interaction. Based on the learner’s experience, TBL defines features that encourage interaction between teachers and the learner’s group. This was a beneficial aspect of TBL as learners grabbed the opportunity of noticing and learn new meanings and vocabulary.
The teacher’s group at NLA would announce a local monument tour or activity session at 13:00 every day to provide more excellent interaction opportunities. Though teaching activities at NLA encourages students to develop motivation and integration, the academy does not provide a definite link between morning activities and the afternoon learning sessions (Arvidsson, 2019). Moreover, an educational point of view suggests that there might be a difference in the language studied in the morning to the textbooks referred to as an afternoon. The textbook provided to the teachers and learners at NLA covers a 90-minute coursework every day, where grammar comprehension and lesions are delivered.
According to the topics covered in the literature review, it is stated that the textbook unit explained real-life phenomena and exciting content that engaged students to continue the course next year. However, it is uncertain if learners’ engagement was because of the lessons taught from the textbook (Nikitina, 2020). Another factor that enabled learners to continue the language summer course at NLA was because of its complete English course and supplemented textbooks covering listening, speaking, writing and reading exercises. The majority of the L2 learners stated that the series of textbooks helped them understand the language’s accents and cultures. As NLA encouraged TBL, learners could more quickly demonstrate their situations and outputs through the English summer course (Nakata et. al. 2021). The entire learning process helped in understanding the language and encouraged students to participate in different classroom activities. The integrated learning and motivation helped learners achieve desirable goals at NLA. Next to the learner’s experience comes task-based understanding, which varies with every learner group.
Task-Based Learning
Although task-based learning includes objectives that can help students be constructive, the outcome can be challenging to measure (Nakamura, 2019). Not every learner equally participated in the learning and corrective feedback processes; therefore, the results were uncertain. Teachers also needed robust monitoring tools to analyze the total output derived from each session. During the task-based learning session, every student was assigned several activities to help understand the language. However, it was unsure if the exercise was completed using the target language (Goundar, 2019). It was noted that those activities could have been efficiently completed without using the target language also. TBL version of NLA prompted learners to generate a larger comprehensive target, yet some challenges compromised the focus and ability of a learner to understand the language.
No doubt, teachers at the summer group assign activities to every group. However, it is not possible to check the results of each pair to derive task-based output. The concept of language learning and performing tasks during the class is controversial. NLA needs to focus on designing an effective TBL technique to increase learning accuracy (Lee, 2018). Many teachers have experienced weak TBL methods that did not allow them to focus on general practice sessions in the classroom entirely. To advance the learning process, NLA needs to develop practical interaction techniques between learners and the teachers to reach the final stage of learning. Mingling various learners groups once a week also enhanced learners’ interaction level and motivation.
Mingling
A shared topic was discussed by accumulating all the learners on a Friday afternoon session. The activity used to be interactive, where students were allowed to mingle and debate topics like relationships, supernatural powers, travel and other issues (Feng and Webb, 2020). Although the mingling activity focused on discussing the varied problems, the session appeared to be a situational language teaching system. The mingling session was scheduled to discuss topics in a social manner; however, learners should be able to use the target language for functional activities and conversation. Practical activities may include ordering food or booking a cab from the streets. Mingling activity may increase interaction and motivation, yet the social context could not adequately fulfil functional purposes (Wach, 2018).
With challenges and limitations, mingling activity allowed learners to develop a theoretical base through short descriptions. For example, during a media week learning process, learners were provided short descriptions of news headlines. Each student had to choose one brief and develop a theatrical piece to present the news. With every learner coming together, NLA enhanced the integrative motivation (Nakata et. al. 2021). However, the language focus was absent once the presentation was concluded. Notably, a summer course at the academy has various advantages where students could learn non-native languages. NLA is focused on offering corrective feedback and monitoring to improve the comprehensive output.
The extensive research on TBL in NLA assessed that lack of training has negatively affected the teaching ability, decreasing motivation and interaction. If NLA needs to provide summer courses successfully, they need to focus on improving their language teaching methods. Rather than focusing on assessment, they primarily need to enhance the target language (Lee, 2018). Lastly, a significant attempt to solve the current teaching issue still exists, as many teachers are unable to receive substantial guidance and experience. Teachers not receiving adequate training may not be able to provide proper monitoring and results. Therefore it is recommended to provide adequate training and guidance to every teacher’s group to eliminate the limitations and challenges in target language teaching.
Conclusion
In conclusion, the teacher must, in the event of an error, decide if the error needs to be corrected first. Students need to be confident and be interested in lessons to do well. As such, teachers must pay careful attention to the time they spend, how teachers use their time and the attitude they adopt when correcting students’ errors. Further, the study concluded that language serves as a means of communication, learning pronunciation is an essential part of language learning, and perfect oral communication depends heavily on learning pronunciation. Providing effective pronunciation instruction for their students is one of the biggest challenges facing volunteer teachers in community-based ESL programs. It would be difficult for volunteers to instruct their students effectively without good pedagogy training.
Nevertheless, there are still several issues to be sorted out. In order to develop their proficiency in the target language, learners can increase their awareness of the target language’s sound structure. When teachers correct students’ mistakes, it is important to avoid discouraging them. Furthermore, the analysis also suggests that NLA should focus on improving its language teaching methods if it hopes to provide summer classes successfully. Therefore, if the teacher feels it is necessary to correct it, they would decide on several subjects: when, how, and who is responsible for rectification. Therefore, there are several issues in this modal that can be questioned. The teacher’s responsibility is to correct the mistake in the most appropriate way. This way, the teacher can help the students increase their proficiency in English incrementally without hurting them.
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