Pre-service and in-service primary school teachers’ perceptions of grammar instruction and corrective feedback
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The present study aimed to investigate how pre-service and in-service primary school teachers perceive English grammar instruction and corrective feedback. A total of 104 pre-service teachers and 118 in-service teachers in Korea participated in the study. Two questionnaires, adapted from Lee et al. (2018), were prepared and administered: one for pre-service teachers and the other for in-service teachers, with most items shared across both groups. Results showed that both pre-service and in-service primary school teachers preferred implicit grammar instruction over explicit instruction, though in-service teachers tended to view explicit instruction more favorably. Regarding corrective feedback, pre-service teachers identified repetition as the most effective method for addressing learners’ errors, while in-service teachers preferred elicitation, followed by recasts. Additionally, significant gender effects were evidenced only among the in-service teachers, particularly in their perceptions of explicit grammar instruction, with female in-service teachers viewing explicit grammar instruction more favorably compared to their male counterparts. No significant gender differences emerged as regards error correction. Lastly, self-rated proficiency was found to relate to some of their perceptions of grammar instruction and error correction. Details and other issues are further discussed.
Abstract
The present study aimed to investigate how pre-service and in-service primary school teachers perceive English grammar instruction and corrective feedback. A total of 104 pre-service teachers and 118 in-service teachers in Korea participated in the study. Two questionnaires, adapted from Lee et al. (2018), were prepared and administered: one for pre-service teachers and the other for in-service teachers, with most items shared across both groups. Results showed that both pre-service and in-service primary school teachers preferred implicit grammar instruction over explicit instruction, though in-service teachers tended to view explicit instruction more favorably. Regarding corrective feedback, pre-service teachers identified repetition as the most effective method for addressing learners’ errors, while in-service teachers preferred elicitation, followed by recasts. Additionally, significant gender effects were evidenced only among the in-service teachers, particularly in their perceptions of explicit grammar instruction, with female in-service teachers viewing explicit grammar instruction more favorably compared to their male counterparts. No significant gender differences emerged as regards error correction. Lastly, self-rated proficiency was found to relate to some of their perceptions of grammar instruction and error correction. Details and other issues are further discussed.