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
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Hiwa S. Namiq, College of Basic Education, University of Sulaimani, Kurdistan, Iraq
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.
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.
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