Teachers’ Survey

The teachers’ survey consisted of four dimensions, each representing one or more measured factors (items). The dimensions were:

•! Teachers’ perceptions of FonF importance to learners (3 items)

•! Teachers’ perceptions of FonF implementation within TBLT (4 items) •! Teachers’ perceptions of FonF and error correction (6 items)

•! Effect of Arabic language on form acquisition (1 item).

Table 7 presents the ratings of the teachers on these four dimensions, which were included in their survey.

Regarding the first dimension, ‘teachers’ perceptions of FonF importance to learners’, the results showed a positive agreement between the four teachers. NS1 believed that studying form was ‘usually’ essential to mastering a foreign or second language, while the three other teachers found it ‘always’ essential. Further, NS1 agreed that natural exposure to foreign language was ‘sometimes’ enough for acquiring linguistic competence (grammar that allows a speaker to use and understand a language). The other three teachers found it ‘usually’ enough for acquiring linguistic competence. They all had the same perception that students ‘always’ find grammar 'something useless to study.' The teachers’ feedback on FonF importance to learners was positive and formative even though their students find grammar of no value. The results obtained here were to a good extent matching the teachers’ results in the interview (Q5).

Table 7: Teachers’ perceptions towards FonF and TBLT Native English

speakers

Non-native English speakers

Measuring factors Canadian

NS 1 South African NS2 2 Emirati teacher 3 Emirati teacher 4 Teachers perceptions of FonF importance to learners

1. Studying form (grammar, vocabulary, spelling, and pronunciation) is essential for learners to master a foreign or a second language.

Usually Always Always Always

2. Natural exposure to foreign language is enough for acquiring linguistic competence (grammar that allows a speaker to use and understand a language)

Sometimes Usually Usually Usually

3. Students find grammar something useless to study. (Negative)

Always Always Always Always

Teachers perceptions of FonF implementation within TBLT

4. Studying form helps students improve their communication skills.

Usually Always Always Usually

5. Using authentic texts when teaching grammar takes more time but it is more beneficial for students’ learning. (Negative)

Usually Sometimes Always Usually

6. Trying to connect meaning and form in context confuses students. (Negative)

Often Often Always Usually

7. Teaching form in context is of no avail with students at low language level. (Negative)

Often Always Always Usually

Teacher perceptions of FonF error correction practices

8. Students should only be corrected in speaking when their errors hinder getting the message across.

Usually Usually Often Often

9. Corrective feedback motivates students and satisfies their needs if it’s employed appropriately.

Usually Usually Always Usually

10. Immediate correction of students’ oral mistakes can help prevent fossilization (stabilization) of erroneous patterns.

Often Usually Usually Usually

11. Peer-correction in small groups is more preferable for students than teacher correction.

Usually Always Always Sometimes

12. On correcting students’ speaking errors, only explicit feedback (teacher corrects the error or gets it corrected with an indication that an error has been made) should be used. (Negative)

Usually Sometimes Always Usually

13. On correcting students’ speaking errors, both types of feedback (explicit and implicit) should be used.

Sometimes Usually Usually Usually

Effect of Arabic language on form acquisition

14. Arabic language causes difficulty in learning English grammar because of the structural differences between the two languages. (Negative)

Also, as can be seen from Table 7, regarding the second dimension, teachers’ perception of FonF implementation within TBLT, the four teachers had different perceptions from each other on each of the four items. NS1 and NNS2 found studying form ‘usually’ helpful for students to improve their communication skills. However, NS2 and NNS1 found it ‘always’ helpful. NNS1 found using authentic texts when teaching grammar ‘always’ takes time. This indicates that TBLT has a negative implementation side, as it is time consuming, but still more beneficial for students’ learning. This finding was agreed with to some extent by NS1 and NNS2 who shared the same perception on this issue that using authentic texts when teaching grammar ‘usually’ takes time. However, NS2 had a lower estimation that it ‘sometimes’ takes more time. In regard to trying to connect meaning and form in context and whether it confuses students, NNS1 found it ‘always’ confusing to students. This finding was somewhat agreed on by NNS2 who shared the same perception that connecting meaning and form in context ‘usually’ confuses students. However, NS1 and NS2 had a lower estimation that it ‘often’ confuses students, indicating that it is useful for form implementation within TBLT approach. Further, NS2 and NNS1 indicated that form implementation within TBLT is ‘always’ of no avail to students at a low language level. However, NNS2 found it ‘usually’ of no avail, compared to NS1 who has a positive perception that it is ‘often’ of no avail for students at a low language level.

From another perspective related to teacher’s perception of FonF and error correction, the results showed that, while NSs saw that students should usually be corrected in speaking when their errors hindered the message, the NNSs believed that they often should be corrected. Further, NS1, NS2, and NNS2 shared the same perceptions that corrective feedback usually motivates students and satisfies their

needs if it is employed appropriately. This finding was highly supported by NNS1who believed that it ‘always’ motivates students and satisfies their needs. Additionally, while the NS1 believed that immediate correction of students’ oral mistakes can help prevent fossilization (stabilization) of erroneous patterns, the other three teachers found it to be ‘usually’ helpful. Further, NS2 and NNS1 felt that peer-correction practice in small groups is ‘always’ more preferable for students than teacher correction. In contrast, NS1 believed that it is ‘usually’ helpful and NNS2 believed that it is ‘sometimes’ helpful. Whether explicit feedback should be used to correct students’ error was a moot issue among the four teachers. NS2 felt it should be used ‘sometimes’ only, whereas the other three teachers believed that it ‘usually’ should be used. This finding is inconsistent with the findings of the last item in this dimension (item 13). Item 13 explains that both types of feedback (explicit and implicit) should be used to correct students’ errors, which is the ideal practice, but the teachers’ perceptions on this varied. NS2, NNS1, and NNS2 believed that both types of feedback, explicit and implicit, should ‘usually’ be used.

Finally, in regard to the effect of Arabic language on form acquisition, the two NSs and NNS1 believed that the Arabic language ‘usually’ causes difficulty in learning English grammar because of the structural differences between the two languages. However, from the perspective of NNS2, it ‘often’ causes such difficulty.