Exploring the relationship between teachers' beliefs and error correction in ESL classroom

Date of Award


Document Type


Degree Name

Master of Education (M. Ed.)


Institute for Educational Development, Karachi


In this study, I have tried to explore the relationship between a teacher's beliefs and practices regarding students' errors in their written work. In the process the study investigates the relevant questions, e.g. What is the relationship between a teacher's beliefs and practices? What are the reasons for holding such beliefs? Does she act according to her beliefs or does any other factor influence her practice? This research was done in a community school in Karachi, working with one teacher and six participants (students) from class six. Data was collected mainly through interviews, discussions and classroom observations. Findings revealed that teachers come to the classroom with certain beliefs, which are based on their prior experience as a learner and as a teacher. The findings suggest that the relationship between belief and practice is not a straightforward relationship. At times I could observe a direct reflection of the teacher's belief about errors in her practice of error correction. But at times there was little obvious link between what a teacher believes and her practice. This situation leads us to be cognizant of other factors such as school policy, that could influence a teacher's practice. The study also reveals how teacher's error correction can motivate or discourage students and affect consequently, their attitude towards learning.

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