Abstract:
This study aimed at investigating second cycle primary English language teachers’
perceptions or oral error correction and their actual classroom practice with reference to
Debre Markos Town Woreda. The study was further designed to examine teachers’
perceptions or oral error corrections, to ascertain whether their perceptions correspond
or not with their actual classroom practice, to assess errors which they give more attention
for correction, to investigate when how and by whom these errors are correct. Besides,
the study focused on investigating whether teachers are or not in line with the current
theory and practice of oral error correction. The subjects of the study were all English
teachers, 23 males and 7 females, in the Woreda. Data gathering instruments were
questionnaires, class observations and interviews. While the data gathered by quantitative
method were analyzed in frequency counts and percentages, the qualitative ones were
analyzed in statements. The results of the study showed teachers have favorable
perceptions on oral error corrections. The mean scores of perception and classroom
practice questionnaires were 88.8 and 85.47 respectively. The study also showed there
was substantial correlation between teachers’ perceptions and classroom practice since
the correlation coefficient was 0.73. To correct, teachers focused on errors which bring
communication barriers. Teachers are in line with or favorable to the current theory and
practice of oral error corrections. To strengthen teachers’ perceptions and their
classroom practice, the Ministry of Education and concerned authorities should give
trainings for teachers.
