The Role of Oral Self Correction to Enhance Kurdish High School Student’s Performance in Learning English as a Foreign Language
International Journal of Language and Linguistics
Volume 3, Issue 3, May 2015, Pages: 140-144
Received: Apr. 13, 2015; Accepted: Apr. 25, 2015; Published: May 9, 2015
Views 4482      Downloads 226
Hiwa S. Namiq, College of Basic Education, University of Sulaimani, Kurdistan, Iraq
Article Tools
Follow on us
The role of corrective feedback in language learning has become an extremely debateable issue throughout the world. Unfortunately, this hot subject has not attracted the attention of researchers and educators in Iraqi Kurdistan region. In contrast, there appears to be a growing compromise among the majority of researchers and language practitioners in the world regarding the importance of the role played by corrective feedback in the second language learning process.This paper was about Kurdish high school students. Many secondary school students of about sixteen and seventeen years of age learn English as a foreign language in Kurdistan. Corrective feedback has a great role to play in learning a second language and has been considered a key factor in language learning.The aim of this paper is to explore the significant of self-correction as better means of feedback compared to other types. Differing opinions exist as to the best way to correct learners. Moreover, this paper seeks to explore the place of oral self-correction for EFL secondary students in a non-English speaking country. Might this type of feedback (self-correction) help Kurdish high school students to learn or will it hinder their English development.
Corrective Feedback, Oral Self Correction&EFL
To cite this article
Hiwa S. Namiq, The Role of Oral Self Correction to Enhance Kurdish High School Student’s Performance in Learning English as a Foreign Language, International Journal of Language and Linguistics. Vol. 3, No. 3, 2015, pp. 140-144. doi: 10.11648/j.ijll.20150303.15
Aljaafreh, A. and Lantolf, J., 1994. Negative feedback as regulation and second language learning in the zone of proximal development. The Modern Language Journal, 78, pp. 456-483.
Azar, A,S., (2012) Iranian EFL Learners’ Attitudes toward Correction of Oral Errors. ICEEPSY 2012 Abstract Book, October 10–13, 2012, Antalya, Turkey, p. 43, Third International Conference on Education and Educational Psychology (ICEEPSY),
Bialystok, E., 1978. A theoretical model of second language learning. Language Learning, 28, pp. 69–83.
Chaudron, C. (1988). Second language classrooms: Research on teaching and learning. Cambridge University Press.
Cook, V., 2008. Second Language Learning and Language Teaching. 4th ed. London: Hachette UK Company
Corder, S. P. (1967). The significance of learner's errors. IRAL-International Review of Applied Linguistics in Language Teaching, 5(1-4), 161-170.
Doughty, C. and Long, M.H., eds., 2003. The Handbook of Second Language Acquisition. Oxford: Basil Blackwell.
Ellis R., 1994. The study of second language acquisition. Oxford: Oxford University Press.
Ellis, R., 2012. Language teaching research and language pedagogy. Oxford :Wiley-Blackwell.
Ellis, R. A principled approach to incorporating second language acquisition research into a teacher education programme. 7th International ELT Research Conference: Philosophical Perspectives in ELT Research. Cannakale, Turkey, April 27-18, 2012. (Plenary talk).
Kormos, J. (1999). Monitoring and Self‐Repair in L2. Language learning, 49(2), 303-342.
LightbownP.M. and Spada, N., (2006). How Languages are Learned, Oxford: Oxford University Press.
Lockhart, K., 2002. Oral Corrective feedback in the foreign language classroom: How it affects interaction in analytic foreign language teaching. Chap. 3. International Journal Education Research, 37, pp. 271-283.
Lu, J., 2009. Self-repair in Oral Production by Intermediate Chinese Learners of English. Teaching English for a Second or Foreign Language (TESL-EJ), [online] 13(1), pp. 1-7. Available from [20 May 2013]
Lyster, R., 1998a. Negotiation of form, recasts, and explicit correction in relation to error types and learner repair in immersion classrooms. Language Leaning, 511, pp. 265-301.
Lyster, R., Saito, K. and Sato, M., 2013. Oral corrective feedback in second language classrooms. Language Teaching, 46(1), pp. 1-40.
Lightbown, P.M. and Spada, N., 1993, 1999. How Languages are Learned, Oxford: Oxford University Press.
Macaro, E., 2003. Teaching and learning a second language: a review of recent research. London: Continuum.
Norris, J.M. and Ortega, L., eds., 2006. Synthesizing research on language learning and teaching. Amsterdam: John Benjamins.
Oller, J., Baca, L., & Vigil, F. (1977). Attitudes and attained proficiency in ESL: A sociolinguistic study of Mexican Americans in the Southwest. Tesol Quarterly, 173-183.
Pishghadam, R.,Hashemi, M.R., and Kermanshahi, P.R.,2011. Self-correction among Iranian EFL Learners: An Investigation into their preferences for corrective feedback. Journal of Language Teaching and Research, 2(5), pp. 957-962.
Rabab’ah, G., 2013. Strategies of Repair in EFL Learner’s Oral Discourse. English Language Teaching, 6(5), pp. 123 -131.
Robinson, R. and Ellis, N., eds., 2008. Handbook of cognitive linguistics and second language acquisition. London: Routledge.
Science Publishing Group
1 Rockefeller Plaza,
10th and 11th Floors,
New York, NY 10020
Tel: (001)347-983-5186