On the Relationships among Oral Error Correction Preferences and Dogmatism level in Teachers, and Their Impacts on Iranian EFLStudents’ Achievements

Abstract

The present study aims at investigating the relationships among EFL teachers’ preferred oral
corrective feedbacks, their dogmatism levels, and their adult students’ overall achievements in
the semester. This was done through a self-report questionnaire handed to the teachers, a onesession
observation of their classes to determine their preferred types of oral error corrections,
and examining the students’ final grades in the semester in an EFL institute in Iran. A total of 10
teachers and 233 students participated in the study. The results revealed a clear preference for
explicit correction of students’ oral errors, among the seven corrective feedbacks introduced
here, in dogmatic teachers which was positively and significantly correlating with students’ final
grades. Ignoring students’ errors was also found to be totally undesirable and had a significant
negative correlation with dogmatism. Further conclusions along with educational implications
are also discussed.