Adult Learners’ Attitude Towards Error Detection and Correction by Teachers and Peers in Written Texts

Abstract

This paper investigates adult learners’ attitudes towards error detection by teachers and peers in their written texts. In fact, different psychological, social, and cultural aspects that extensively impact learners’ attitudes towards feedback are highlighted in this article. The study also explores themes like adult learners’ preferences for direct, indirect feedback, explicit grammar instructions, differences in learners’ mindsets to have feedback from teachers and peers, that are influenced by learners’ psychological, social, and cultural factors. To examine how adult learners’ attitude is shaped by those psychological, social, and cultural aspects, the paper also includes a brief survey of 50 young adult students who are majoring in English and they are pursuing a Bachelor degree in English or have a Bachelor degree and are pursuing Master of Arts in English.

Overall, the paper focuses on the themes that control adult learners’ attitudes towards error detection in writing English texts.