Student preferences for teacher attributes and error correction

This thesis presents an investigation into the preferences of students for the attributes which, from their perspective, constitute effective language teaching. In addition, their preferences for error correction methods are surveyed. Using an adapted survey instrument originally designed by Barnes and Lock (2013), data were gathered which ultimately created a reflection of the original findings. Students rated major attribute categories in the same order and placed high emphasis on such attributes as friendliness, patience, care, and other rapport items. In addition, enthusiasm received the highest mean score, and students placed importance upon fair treatment, adequate exam preparation, and clarity of explanations. The results also indicated students preferred explicit correction, which went against some previous research on the topic. The results of this study can be used by foreign language teachers to improve their classroom efficacy.