PRIMARY SCHOOL TEACHERS’ ATTITUDES TOWARDS ORAL AND WRITTEN LANGUAGE ASSESSMENT IN THE GREEK EDUCATIONAL CONTEXT

Vasiliki Marmouta, Georgios D. Kapsalis, Alexandra Galani

Abstract


In this paper, we aim to investigate the attitudes of primary school teachers in Greece as far as oral and written language assessment is concerned. More specifically, the objectives of the research are to investigate a) the criteria according to which teachers assess their students’ oral and written language, b) the emphasis they place on assessment and the errors they detect, c) the frequency with which they correct their students’ oral errors and d) the frequency with which they correct the mistakes their students make in their writing. Quantitative questionnaire data were initially collected from teachers. Additionally, the qualitative data which were further collected via interviews allowed teachers to justify their questionnaire responses. Based on the research findings, the majority of the teachers claimed that, when they assess their students’ work, the most important criterion is language effectiveness, that is how well their students use language to achieve specific communicative purposes, followed by acceptability. Moreover, it was found that they place greater weight on written language and take errors in their students’ writings more seriously than oral errors. As far as error correction frequency is concerned, most participants stated that they often or always correct mistakes students make in language exercises more frequently than mistakes they identify in their students’ oral or written responses to the teacher’s questions or during their students’ spontaneous oral language use and writing.

 

Article visualizations:

Hit counter


Keywords


oral errors, written errors, assessment, primary school teachers, attitudes

Full Text:

PDF

References


Alamri, B., & Fawzi, H. H. (2016). Students’ preferences and attitude toward oral error correction. English Language Teaching, 9(11), 59-66. http://dx.doi.org/10.5539/elt.v9n11p59

Athanasiou, L. (1998). Language-linguistic communication and teaching in primary and secondary Education. University of Ioannina. In Greek.

Athanasiou, L. (2000). Students’ errors in written expression and their role in the teaching and learning process. In M. Vamvoukas & A. Chatzidakis (Eds.), Learning and teaching Greek as a native and second language, Conference proceedings (pp. 203-221). University of Crete. In Greek.

Athanasiou, L. (2007). Research methods and techniques on educational studies. Efira. In Greek.

Baslis, G. N. (2006). Introduction to language teaching: Α modern holistic and communicative approach. Nefeli. In Greek.

Braun, V., & Clarke, V. (2012). Thematic Analysis. In H. Cooper (Ed.), APA Handbook of Research Methods in Psychology. American Psychological Association.

Creswell, J. W. (2016). Educational research (N. Kouvarakou, Trans.). Ion.

Creswell, J.W., & Creswell, J. D. (2019). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (F. Venetsanou, Trans.). Propompos. In Greek.

DEPPS & APS. (2003). Interdisciplinary unified framework of curricula and detailed curricula for compulsory education. Pedagogical Institute. In Greek.

Diakogiorgi, Κ., Baris, Th., Stergiopoulos, Ch., & Tsiligkirian, E. (2019). Fourth Grade Language Course “Flying with Words”, Teacher’s Book-Methodological Instructions. Institute of Computer Technology and Publications “Diofantos”. In Greek.

Dinas, K., Ksanthopoulos, A., & Tsakiridou, E. (2006). Teaching the Greek language in the primary school... twenty years later. In Studies of the Greek language, Proceedings of the 26th Annual Meeting of the Department of Linguistics, Philosophy School, Aristotle University of Thessaloniki (pp. 356-367). In Greek.

Doughty, C. J. & Long, M. H. (2003). The Handbook of Second Language Acquisition. Blackwell Publishing. Retrieved from https://onlinelibrary.wiley.com/doi/book/10.1002/9780470756492

Zarkogianni, E. (2016). Feedback through error correction in written speech; beliefs and practices of Greek Language Teachers in Lower Secondary Schools [Ph.D. thesis, University of Macedonia]. Retrieved from http://dspace.lib.uom.gr/handle/2159/19436. In Greek.

Intzidis, Ε., Papadopoulos, S., Sioutis, A., & Tiktopoulou, A. (2019). Third Grade Language Course “The Incredible Pencils”, Teacher’s Book-Methodological Instructions. Institute of Computer Technology and Publications “Diofantos”. In Greek.

Iordanidou, A., Anastasopoulou, A., Galanopoulos, I., Drys, I., Kotta, A., & Chalikias, P. (2019). Fifth Grade Language Course, Teacher's Book-Methodological Instructions. Institute of Computer Technology and Publications “Diofantos”. In Greek.

Karakoli, E. (2016). Error analysis in written language of Roma and Albanian-speaking students [ΜΑ Thesis, University of Western Macedonia]. In Greek.

Karantzola, E., Kyrdi, K., Spanelli, T., & Tsiagkani, Th. (2019). First Grade Language Course “Letters-Words-Stories”, Teacher's Book-Methodological Instructions. Institute of Computer Technology and Publications “Diofantos”. In Greek.

Kostouli, T. (1999). From the communicative to the text-centric approach: Common positions and points of differentiation. In Proceedings of the 4th International Conference on Greek Linguistics (pp. 623-630). University of Cyprus. In Greek.

Marmouta, V. (2025). Greek primary school teachers’ attitudes towards students’ language errors. In K. D. Malafantis, D. A. Goulis & A. Galani (Eds.), Gift of honour and friendship – Honourary volume for Professor Georgios D. Kapsalis. Gutenberg. In Greek.

Marmouta, V., Kapsalis, G. D., & Galani, A. (2025). Greek primary school teachers’ attitudes and teaching practices towards students’ oral errors. International Journal of Education, 17(2). 26-46. http://dx.doi.org/10.5296/ije.v17i2.22674

Minas, G. (2003). Speech education: How the ability of language communication is cultivated. Epifaniou. In Greek.

Oikonomakou, M. (2018). The language error in language teaching in primary education: Perceptions and attitudes of special education teachers. Pedagogical trends in the Aegean, 11, 36-47. In Greek.

Papadopoulou, S., & Egglezou, F. (2013). Teaching for Thinking and Rhetoric: The Contribution of Rhetoric to the Argumentative Writing of Students of a Greek Elementary School. In H. Belle, P. Gillaerts, B. Gorp, D. Mieroop & K. Rutten (Eds), Verbal and Visual Rhetoric in a Media World, Rhetoric in Society 2. Leiden University Press.

Schober, O. (2006). Language teaching in primary education (N. Konstantinidis, E. Gementzi & E. Nousia, Trans.). Tipothito-Giorgos Dardanos. In Greek.

Spantidakis, Ι. (2009). Problems of written language production in school-age children. Greek Letters. In Greek.

Valero, A.L., Fernandez, E.E., Iseni, A. & Clarkson, C.P. (2008). Teachers’ attitudes towards correcting students’ written errors and mistakes. Porta Linguarum, 10, 21-30.

Vougioukas, A. (1994). The language course in the first level of modern Greek education. Institute of Modern Greek Studies. In Greek.

Fterniati, A. (2007). The methodological guidelines of the new Curriculum and the approaches adopted in the new textbooks for the Modern Greek Language course in primary education. In G. D. Kapsalis & A. Katsikis (Eds.), Primary Education and the Challenges of Our Time, Conference Proceedings (pp. 545-553). University of Ioannina. In Greek.




DOI: http://dx.doi.org/10.46827/ejes.v12i7.6079

Refbacks

  • There are currently no refbacks.


Copyright (c) 2025 Vasiliki Marmouta, Georgios D. Kapsalis, Alexandra Galani

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2026. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.


This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).