Error Correction in Second Language Writing
Error Correction in Second Language Writing:
Teachers’ Beliefs, Practices, and Students’ Preferences
Victor Albert Francis S. Corpuz
Supervisors:
Lynette May
Annette Patterson
Queensland University of Technology
Faculty of Education
Master of Education (Research)
September 2011
Abstract
Error correction is perhaps the most widely used method for responding to student writing. W hile various studies have investigated the effectiveness of providing error correction, there has been relatively little research incorporating teachers’ beliefs, practices, and students’ preferences in written error correction . The current study adopted features of an ethnographic research design in order to explore the beliefs and practices of ESL teachers, and investigate the preferences of
L2 students regarding written error correction in the context of a language institute situated in the Brisbane metropolitan district.
In this study, two ESL teachers and two groups of adult intermediate L2 students were interviewed and observed. The beliefs and practices of the teachers were elicited through interviews and classroom observations. The preferences of L2 students were elicited through focus group interviews. Responses of the participants were encoded and analysed.
Results of the teacher interviews showed that teachers believe that providing written error correction has advantages and disadvantages. Teachers believe that providing written error correction helps students improve their proof -reading skills in order to revise their writing more efficiently. However, results also indicate that providing written error correction is very time consuming. Furthermore, teachers prefer to provide explicit written feedback strategies during the early stages of the language course, and move to a more implicit strategy of providing written error correction in order to facilitate language learning.
On the other hand, results of the focus group interviews
Teachers’ Beliefs, Practices, and Students’ Preferences
Victor Albert Francis S. Corpuz
Supervisors:
Lynette May
Annette Patterson
Queensland University of Technology
Faculty of Education
Master of Education (Research)
September 2011
Abstract
Error correction is perhaps the most widely used method for responding to student writing. W hile various studies have investigated the effectiveness of providing error correction, there has been relatively little research incorporating teachers’ beliefs, practices, and students’ preferences in written error correction . The current study adopted features of an ethnographic research design in order to explore the beliefs and practices of ESL teachers, and investigate the preferences of
L2 students regarding written error correction in the context of a language institute situated in the Brisbane metropolitan district.
In this study, two ESL teachers and two groups of adult intermediate L2 students were interviewed and observed. The beliefs and practices of the teachers were elicited through interviews and classroom observations. The preferences of L2 students were elicited through focus group interviews. Responses of the participants were encoded and analysed.
Results of the teacher interviews showed that teachers believe that providing written error correction has advantages and disadvantages. Teachers believe that providing written error correction helps students improve their proof -reading skills in order to revise their writing more efficiently. However, results also indicate that providing written error correction is very time consuming. Furthermore, teachers prefer to provide explicit written feedback strategies during the early stages of the language course, and move to a more implicit strategy of providing written error correction in order to facilitate language learning.
On the other hand, results of the focus group interviews