EFL Libyan Teachers' Beliefs and Attitudes Toward Error Correction in Language Learning

Abstract

This study investigates the beliefs and attitudes of Libyan EFL (English as a Foreign Language) teachers toward error correction in language learning. A descriptive quantitative design was used to determine teachers' perceptions of errors, the necessity of error correction, preferred correction methods, responsibility for correction, and the impact of error correction on students. A questionnaire consisting of 21 Likert-scale statements was administered to 81 EFL teachers in public and private schools in eastern Libya. The result of the study reveals that teachers mostly view errors as a natural part of the learning process and strongly prefer constructive feedback and context-sensitive correction methods. Teachers also stressed the importance of student participation in error correction, encouraging self-correction and peer feedback. Additionally, the study highlighted the need for sensitive correction practices that regarded the students' feelings and confidence. The findings have significant recommendations and pedagogical implications for EFL teaching practices, emphasizing the importance of prompting a positive learning atmosphere where errors are seen as opportunities for development rather than learning deficiencies and recommending that effective error correction approaches should be flexible, helpful, and balancing accuracy with fluency.