Preferences of ELT Students on the Strategies Instructors Use in the Correction of Oral Grammar Errors
Asst. Prof. Dr. Selami Ok, Hale Yayla Ustacı

Abstract
This study aimed to investigate the learners’ preferences on the strategies used by the instructors in the correction of oral grammar errors in an ELT context at a Turkish university. The data were collected through a five-point Likert scale from 213 ELT students from four levels. In the analysis of the data, frequencies, percentages and mean scores were used.The results of the study reveal that instructors teaching ELT students should be in the strategies they employwhile providing corrective feedback for oral grammar errors.Firstly, ELT learnerstend to prefer their instructors to correct their recurring oral grammar errors. Especially, the senior students seem to be far more sensitive and positive about the correction of such errors instantly if they deteriorate meaning. Also, most learners agree that their oral grammar errors be corrected as if they are common errors in class rather than being corrected individually.Secondly, the majority of the students need their instructors’ helptorealize and correct their errors on their own and prefer to be given choices in the process of correction.Thirdly, freshman students need more feedback in grammar use and prefer being warned by their instructors as well as being corrected by repeating the correct form of grammar structure/usage orally more than the other levels do, whereas the sophomore learners are more interested in using the language fluently. As the level goes up, ELT students seem to become more sensitive about error correction with the notes taken by the instructors during a class hour and prefer more individual face-to-face correction. Also, they agree on being provided with explanations for the right usage with examples on the board;however, top students do not feel such a need.In conclusion, the correction strategies derived from our study as the most favourable could be employed by instructors working in ELT departments in the treatment of oral grammar errors, and the use of the strategies which were found ineffective by the students should be avoided.

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