Abstract
This research was dedicated to investigate students’ tendencies towards error correction in EFL classes of
writing sessions through survey questionnaires. Hence, 50 EFL students of grade 9 at Azezo secondary school
were selected using random sampling technique. The results revealed positive tendency for written error
correction and showed a lot of mutual preferences among students. Students favored to get all their written
errors marked and corrected by their teachers. Some students think that feedback provision is on the teachers’
responsibilities. Besides, this paper revealed different theories and teaching methodologies related to error
correction, the types of errors and the techniques of error correction, such as teacher correction, peercorrection or self-correction. Finally, the paper tries to insight possible implications based on the conclusion
drawn
Wish you find your UK best replica breitling watches online.
Cheap Swiss omega fake watches UK with best movements are suited for men and women.
2023 UK perfect replica cartier watches with high quality on sale.
Reference
- Beuningen, K. (2010). Corrective feedback in English as a foreign language writing: theoretical perspective
- Bitchener, J. (2008). Evidence in support of written corrective feedback. Journal of second language writing, 17(2), 102-118.
- Bitchener, J. Young, Stuart, & Cameron, Denise. (2005). The effect of different types of corrective feedback on ESL student writing. Journal of second language writing, 14(3), 191-205.
- Borg, M. (2001). Key concepts in ELT. Teachers' beliefs. ELT journal, 55(2), 186-188.
- Brannon, L. & Knoblauch, Cy H. (1982). On students' rights to their own texts: A model of teacher response. College Composition and Communication, 33(2), 157-166.
- Chandler, J. (2003). The efficacy of various kinds of error feedback for improvement in the accuracy and fluency of L2 student writing. Journal of second language writing, 12(3), 267-296.
- Davies, P. & Pearse, E. (2000). Success in English Teaching: A Complete Introduction to Teaching English at Secondary School Level and Above: Oxford University Press.
- Dulay, Heidi and Marina Burt. “Natural sequences in child second language acquisition.” Language Learning 24.1 (1974): 37-53. https://doi.org/10.1111/j.1467-1770.1974.tb00234.x
- Ellis, R. (2009). A typology of written corrective feedback types. ELT journal, 63(2), 97-107.
- Ellis, R. & Erlam, R. (2006). Implicit and explicit corrective feedback and the acquisition of L2 grammar. Studies in second language acquisition, 28(2), 339. empirical insights and future direction. International Journal of English Studies 10.2: 1–27
- Ferris, D. & Roberts, B. (2001). Error feedback in L2 writing classes: How explicit does it need to be? Journal of second language writing, 10(3), 161-184
- Ferris, D. (2002). TREATMENT OF ERROR IN SECOND LANGUAGE STUDENT WRITING. UNIVERSITY OF MICHIGAN PRESS.
- Ferris, D. (2003). Response to student writing: Implications for second language students: Routledge.
- Harmer, J. (1991). The practice of English language teaching. London/New York.
- Hendrickson, J. (1978). Error correction in foreign language teaching: Recent theory, research, and practice. The modern language journal, 62(8), 387-398.
- Hyland, K. & Hyland, Fiona. (2006). Feedback on second language students' writing. Language teaching, 39(02), 83-101.
- Hyland, K. (1990). Providing productive feedback. ELT journal, 44(4), 279-285
- Kepner, C. (1991). An experiment in the relationship of types of written feedback to the development of second‐language writing skills. The modern language journal, 75(3), 305-313
- Klassen, J. (1991). Using student errors for teaching. Paper presented at the English Teaching Forum.
- Lee, I. (2004). Error correction in L2 secondary writing classrooms: The case of Hong Kong. Journal of Second Language Writing, 13(4), 285-312.
- Lee, I. (2005). Error correction in the L2 writing classroom: What do students think? TESL Canada Journal, 22(2), 1-16.
- Leki, I. (1991). The preferences of ESL students for error correction in college‐level writing classes. Foreign language annals, 24(3), 203-218
- Noora, A. (2006). Iranian Non-English Majors‟ Language Learning Preferences: The Role of Language Institutes. Asian EFL Journal.
- Schmidt, R. (1994). Deconstructing consciousness in search of useful definitions for applied linguistics. Consciousness in second language learning, 11, 237-326.
- Touchie, H. (1986). “Second Language Learning Errors: their Types, Causes, and Treatment.” JALT Journal 8.1 (1986): 75-80.
- Truscott, J. & Hsu, A. (2008). Error correction, revision, and learning. Journal of second language writing, 17(4), 292-305.
- Truscott, J. (1996). The case against grammar correction in L2 writing classes. Language learning, 46(2), 327-369.
- Wang, P. (2010). Dealing with English majors written errors in Chinese universities. Journal of Language Teaching and Research, 1(3), 194-205.
- Zacharias, N. (2007). “Teacher and student attitudes toward teacher feedback.” RELC Journal 38.1 (2007): 38-52. https://doi.org/10.1177/0033688206076157.
Mengistie Shiferaw Kebede
College of Social Science and Humanities Department of English Language and Literature University of Gondar, Gondar, Ethiopia
Received: 18-06-2019, Accepted: 03-08-2019, Published Online: 13-08-2019