ERIC EJ844656: Error Correction in the L2 Writing Classroom: What Do Students Think?

2005·1.3 MB·English

by  ERIC

fey Lee

soc Bes Sead moet sat
vias arg Mich se ae see So taf ot eat sada
sas abo ears jodbeck en eve FR sae aie
ry las yess, lie ait
‘tenis ering laeiens, Dae tegat
Finjllogeup laurie The Sings soe keane i
‘ean en surest ros fr nn ont Stic tk cor eer
cael te ear=iospoaste Testi in one pk

es deep, ant a Rs

‘moc Co

quired A Ta aavecvion aferrews

epurbit i h
i

Tabodnes

Reperornetiom watter regarded as the ew uchansting a isn
tng inp of teschees’ work Furr 207: aaatello, 197} buat oo
Gxcades ago, ase on (1086; evra tha. wel rg ores bead nat
3 ecetaaliy, Hsaston's aden hse eat
ser to have ae ly akan The pla fact Una many osc
saving” penrstedn writing and ac rll eircoreston canes
Lbege eopertas af these
“Although minte recasich Iho exp lovee euszetion hes
been onli i lca esac hese beer orale ay ese eo
vey ecu Irena on ara roel incre 2 ania
Fecocelsier dela e sedan Bowes U9, 2102}

ents wring. Arh
cvidurce exstetosnmpart the bereft of eri enti in eloiag slaty
lnmproa aeauraey in Lv'r writing iatheaon & Whaley, 2850; Fees, 1697
Fore & Hot, 2000; Toland, 1982; Robb, Fas &- Saree, IS), ea
vridece tt casts doubt or the efactvemes nf eror eornctios (Hier,
Sry Kndblauch te Erannon, PH0) rr 30k 2 controversy
Alia de esue of eee cerca, be fans sea csr et, ting
teackors seem to be-eve that responding > uclen! arms 9 Vile! pact ef
Unit joo (ere, (Bas Seonad, uta sre eng lo mewn eudians fed
nek on Ibs wit, ae lis Mik #ey bench from. dt (Led, 199)
dec &. Seales 1985, Indeed, « hands of apgrearh ln ezine eormeton
Tel werk heceuse sisanis “alles? In owt opm: ce faces
vie seaasir probes” eres, 19859, p.

Exror Correction
‘low shocll weitay ouchens atk error? 2xoreive allentiont9c-rore may
oye trusting fr ltsents anc suhauabng Zor ieeeens When teachers
‘onprvicusively, the ona far enor engection Ss ine
hemselves, which makes stndane rant an sicher
paioin na sadsil ccronin rhage her ie Hs ne for rode
yerhape suo iguartnt sepeets of wting. uel ag canlen! a cir
Resour fins four shut 12 weilag teaches tend to pay si eto
fonmalcorecanensthanto he dscoise lel rin Zann. 2985, hey
tn ead atten baleen chat eras oe aaey fs tages enpowtan her fae
lnaratnssiae of meaning, nevrall engiaten, and content evelyn
(dgeovk & LeHowits, 196), Pedal that Zoenses predoni/aatly us
Tioyaiatie fon “cam disovurnge wiles ali nge ent hort
hho making reed iseouaeelovul cues, cspeclly among 12 lames”
(p- 346) 1 cnlikely dat seach’ entor deeabele pines shtvating fox
‘och shader aehone sting i olen hay
(9ST ainda thal bolante toree cee ad pete ay be I beak
Tun ep cada apaowe thei eg, Peg sisal efecerte have
Fy pote ont Hat aenenet Sede: that frvnay rv geese
am sepsivs staan wien 9 Ew sive fy snprove ther proiteney 1
general” (. 200), An arguatent cin, therefore, be taal far lective cts
onto a wud: aleonion is given apace ence pate eather thas
‘leer lnlood, any affete fedack pavicy Sula ake info ean Ie

sedan’ prychoslio ve zeacams ia tbis respect, ea inpeworseketvely
‘belts upto shan cammsrenensive star covtectice
hata ranchers a; eras slschvely ne apmarshesively,necace)

ves foal at coor
making mistzkes (Les,
a

uns coee nol noczasely hal ehadants Po aa

Tina, 998%). for example, Cough Ieee
Finest ond sronschny fx corakcourcton (allvight, 405) Yanecl,
‘One importacragenda in ern rorsslirsrovevach exeore into 20h
Sut accom for tie hecitoauss af eer ection, hat
been feted, lor axzmpie, thot Els om astermaedine das a alte
ering byte eliciting ter ing seve ec Rm si
smeceas om final clrafla (evn, !9%ay. Tense unre likely oe mers
lective i adeno. ane ached ty revi tacit wren hal co bushes
fufonk: vherwive studence might nal ke 1 stensly Ucegcock ancl

augges. Waal Lesaack we sume use| shea ld
hases of dhs cearposing process ard thot “rorecien cin ony
sults fa revision phace ia buil ino the sstustonal eels” (p.

Anoiborfsce orto fons pedagogical conkod in whic wszor ere
tion takes place ie wheter cede wa leks smdenty corse stv, Re
ction br deniontrsid I scpulezty oF eer sees
svdes es teas baer
(quested by Harv, Pace, Tad nl 1907 cove Peas ane Reo
(DIT, whe ve chat tuckwe’ perormance ip ane enrvadion tosed om
fervavs vated hy lowers eas nuteigeitcanty Ate lun tyes
perwider ited fo: etal. Lee 199) alancant on Fe teweces may
hdactbe ovenesimatingetacerie abi ig te ntexpoe sca
Teacher may be “Lrg, sider cage ef me-alingtine ute Heh
hd enelestinl” 4p. 471),
es daie, sane on sree corsetion hi prego alt Avedon the
thio, Fer example. te stetey'e tRey ae I> proving eer aecheck
eres & Roberts, 2001: Rabb ot, 1880) snd sehether “ters gamrce
Intrusion helps sincents erprave wing Wat's, 190Gb, saute 2882)
Fa oes ae sess to dd oat stu acs nd att dev ath
about exer leetback: Hevalal «todos uae nen vinducter lo Pvaizale
saeeme pretotences abet, ai soum (oy aed coping stasegies fo fence
leecbach ‘Civ, 2888, 19; Cebu & aan, 129, For 19s8e, Fe
cea 9935 Hedguek &Latkowrin, IH, HM, To 481: edocs Sea,
tonal, the esascch Tievingy gat shat sere Wis lacbers fo
sores eres Toe thou, Por example, aks ister of Lis. ent
prferences shove arerany Acton Fe. big fund traces FET sudden
the seus saad th fa camer errrs lee ther, Hes
Fe'kowilz lou Gul TEL cull: aracents lene ty vice tue conte
vd el sonsesins on grameiales Ws ene achanialleeton nes
tae there on content neil sete, women tke vopesiia a8 Ines fur ES
ploy ile fa abu stay. both #8. ae PTI. sescents exprinoed
rushoes rofexence for the use ol rorns yb ae ballasts! oe
teachers msing Ihe red pas. Te Sets (ea tay, ae FSP sisiens cx
dered tear leer bat kn unchil "when fee sot sess om a
alee arin” ep. 8). Satay. Oljets {1568 ound thal # wets
sponsible cor ear tigg ron ue
0, however, notions tnat shunts’ yacferonety saoutd sehen be ee
serene pt on pest, Any’ mnsmantch Sates eanhars” nar -hew and
"dent grfevenons met he eratsined carefuly becuase etnies prefer
prays acer none atone Ba ive Sr being prefenrns” (9.218,
Reremth es also found thai stederss: prefer es ot expects oe
user affected by their arguagelesening, eer foes, The EYL atcde in
Hadgenck snd {kasi 1880 shy soporte Eat sac a loeb es
sl aecaracy an apne to Puen.
‘pation. Che’ alasics hes fed
ads tal te lacus an tan sentenced hen ren bo
students eriting (Caer, JMR7; Zac, 980} ls marpriving, seth,
Fat anidenis rege srikep am poialy m sangusgepraciie exacie
‘Pedacock de Lofkowit, 24, ES wrtig, eachens acurdale facus an
erecta) gcc acy their faedck may alec haveled exudenisnihcy
tha peeling, eee ola is the mst pian et eum to
sets Ine eed Student have «shag uae "peter
their brgish" 2241, avn, ey wh ences to ein ra dco
‘every etter. Howensen, eur fie pooduation i a8 uawedizie gol cane
" chat theron, eros
ccsprndtanes af ele elimina: Hoery miay be poi! eat (3.250, Sewer
thelae many alco ig the bee hs “thet caret ane move t285)
that my oh adhere the pets complete mactiry of gli Ip, 98
‘oy. studinis errors avtensesuelsce ers afer ache arrived,
After plays rolein shaping stents ato dee tocar cormection (0k,
197), Who:vis suzoe students aainiy ene ina cota roe the
sed ravkingg that noger thee sticg. athe holies tit charm en
supply she tre‘. toy ae tat ny Ese responotaility tbl
fatsdenia lear oi tive Lettie 2209) Aes ale that setaena hema
rere frstsiog Py he lak of graroma’ lneclavk instructor” ip. 43) Al
Inowghasrmmlus of vexiteg researchers have pustonad the sata of each
corte fo sareor all assrudent met ern (Per, 20027Elae de
1592; Robi wt al, UA Henke, 84), suc avencrom i etsectant beeen
‘eiduout t stdenis wou] not esice er went court thet enran Fahey,
TIS}, Ric func helps sudent 4 fous on grammatical cexaey
ert gant detvos hous ens that wren aeons acta goad
secitag [Cohr, 1H7, Ped proved,
ividual cos wel motivate a. ens. Heweree,
fanfare feacher tedback could iho afer students ing
ilove nme edgco=s & To ean, 194, dou le source of ie
Hin fomsnudanta, debility Geno. fealing thorn ns he sate in

ine Ing af grate ade
ory, ence coruction in. walling i a eelchely unerare! 4-00
col research ausgents thn: Engl sh leashere ib Hove Keay,
petianle nareerned 9th pramoas aid mex it evaluating ster
see ng, Fs BOOSH yr Heme ochant! peapes-
tives ara prnetoes rey 5 sae thal Poet eer
mark erronsconsprets cerpr ede Ma wees,
ve 20 No dati! Ls ze uw exo corset practices an line
that they now herp and ican ve lace wae Iotiowoncirsug wopect of
The
No scan a ong Song’nes ye excnined then! pret
exrar someon in Ihe werng lanier Fe anceesang Ha
ars ccelonis preeeptioms, bli, anal efules sow est
thisstudy Tila gap. ora wing ree hut absence fe
backer asc er vermis sscaoch ant facts oc shies, sey
lifters om eae resezrch 85 ways. Fes, ale al tl wat L2
Scenk! potrepligns, bali, sot amuse se aacat erro Encecton
spectiaiy rather then sbour varall wachece foshisk, Siced,rathey Juan
g FAL ciaciy in te Dele States, ths study oeuses on
ig elle fv “ov seluobs $5 Henig Ker. Toe eseeirh
sion ut govenned the present sty war: Wek are scene pea
es, belicts, ard atta regeraing ear saree th er els
Tiel tar ny he Fn of He shady A pve bra faermation
aba Phe choroctedatis othe wating ine
hudents & Itong Kang, The pial veri
lorie! ay she ioshing trates ns age gs, ie las leon
pan tthe dors lees wens tt, 16) pr aly eit
sexed hs pted her cin writing is aalad axa ene asiisy
econdanyatacents chal e compesiti seery te oF
reson te arty sl velar Fe ams
wommene: srl studemss case IReitvess Ue mat
wither tha whole eampesi ipa or those seniemuus dus cunts 120%
foal esi sada 2 scare, ssp the: cash
‘askigeonne taernaton wold se fight Ihe sas
reoporiad ts the quealions abi! thrcr emir fredoack oyeferomces i ht
neta

san zocsives stra
wetaonn te Fue Ke

the Study

2 questannaive waaclesigness itive sce poss, hae an
oie alow? aren coprectisn £3 wring, The gles ew
‘ith group ot eeconcaey al facts oma have school ina were ae
rally. aterviaved tn ancentaia sehethu usta quant asigt be am
Dgutaes or duseult 9 atau, Tas questionnaire sas revises eel i Hee
enc oF tne pile.

‘The ine Worsion of the queioarale se ad gli, ceo
Avie for Taha verso we dite 6 aol of rls
faim sight secaavlareacho-e intough acerrash cher a, gach ato The
Fut aa) bstowe a ene Pelerogenee in sens oF Bet
TEnglsl protic’ they ere from shook thet eiorged non 1.2.
and Bin Leng Keng ard Tie the lap ae Bd 3 ahs last nom
loser zeaderin pesloemance ea glia pruskety), Altogeshar, fs
darts P90 fog 12, Pet onme 83 ard 7 fom loves Palle
Gor: Hseyuivalert to grade 3, and form é inoqutealens to rade “2,

The uesliaunsin: cattainy statement, bout tachese” once Redback
utice ancl studras’ nem Seiefe a alludes acul wcor vase
wonty-even ofthe aludens le al ieee i Fev
{iv Cartonese in aehich thoy wenn ir halo clbonete en a0 9 Ihe ars
Hannaine solemn» Falk translates and transeeplie, he: questo
sce ata weresermarincd,eabegerizad and gna’ yecd sig SUS

Findiogy ancl Disenusion
“ha gnestionnsize a inter ime ats exceummbinad and presenis-ocerdie
le thesishandingsbelow

Som pocsunsive vera acctive av lnc
arse versus inter teaveation
The nee of coin ad
Student passed pag
Foreoaetier se nepenabisy
(lure appropriate the eteeiew daca itd vsti

Conpicews Veron Slectce tae Cee UGS:
the surents 60.58} audiatd thet Cai gli loaders wader.
Stel! all Unie secur, ane #31 95) at ais gla earns
hindoeling’ or celed some af tele areure La ther words, tar: ef the
Isetier adlopccs campechensive rater thin selective arrer kuefoack, OF
Tosseetedertiss 9 erelera guletve sir: eedacs lily Svea than hall
BCBS iedcaled Huot hoi achat Uo Ube ne snet types they slated
lor fri. bette or free mating Iheir:ompestiaes. When anhalt
Uy pair. the ajar ef sun ete P24) gall chal they iced ID
tuuente comprehensive ner {liek bacrie hay pusibrecd Pas teachers
fouridertinec tle tei ater. rly 11.2% sald they prefer ed soestie
feeds,
The faterview dota sheul Suthe Hight on way students prefered caste
prehens ve Teedbuck, Some ait they wished to knew Utir anistakes,
seho-eas thors hn ivpe 1a ities a grad weet el
Excsare rfstabes 2gsin, One stadia “Wo
oer, 1 eae whale ate fe Te ke
AH exo eunk i wood tweoeseet a Aieenroe,”

‘Taore who eld not lke selocdve cert feedback tug
1 ye gy teats ote
ol miscakes Lmake aed J ca’? harm wel bus way.” Two otber students
sid, sy haste wl shows fe rosney some mistake arse 2 Bog,
Sct dont axe Boar foc vmet fm, al Toners ay SPRAGUE.” we
scare uy sts su oe anbtakes, Toe es ae etki so
sdontace whae they ane then cat Lea

‘nthe cuherhanal eva sh isd anerive fede thong Sal xe
ngre cond tee i eavaings Ue yy fei Jonas some 3 aay zistokes
I here'setoosnare isms tcarmpeitn.itluss tlh god othe
erstucent ings ler sein als. “Iemy wacherforziea oy valling acerlait
iypeot melake, eh a ete T

“The alse ndiaje are vtailer with exit sesh Fading abet
SL stedeur'prsferexces Lehi, -$91} is itoring b aous te sthough
felch wo mutkg i estovaried lye Folie apd fr cece
facly io Jeng Kerig (Comahses Devebapanent Cornell, EAM, fe aye
perrin practi

herr cod aking
sacar son a 9p

hae tis wae nes
pares

si einer “Ch

vec Versus indirect Correction (94-653

Iw questa resus gauss tore eacers awed a mu ad rst
lie) and wee etask Saag
poke vat acd cozeer ero

Ingierls ore ing te
Isr lures tet eres or Bn om
conser sone eos. Regarding ncent

Trarhrs te ern all
shes kira ai one

Elents explained But Hivy eicbet eachens to conresz eri ena.
lwcaune this ose make. ite easier forthe sivdenis.« -zpica all ce ie
iastenet as atone" ri tart 20 rie skas, Tee oe the
vert 'on easily and do gee a6 ‘ti
regs Uda lence whey tua oe erry Usk
vere icone for me

Ue raslla sugges a

se, Thay wie

foc

IO hE 2 SHEE

emo :
‘Ths tse of Correction Codes (96-08; O10:
bron: the sr. catlonanne, ¥1.2% of fe alate 22
tuned voi-oc Lan cues waeking, Mie companions. However enue
sdtettedthat they did at alr sy ally anderian ree,
Mie uaid they could otlow aul ansemtana coer thee qeartae ol Wecuces
when soviet ing, exo in their composite, Aboot ALE set
cowl follow cheat al! to Laver quien te sod, Whast aso ashe
wy cowl corset etre brat om seid Ey anal ren
insu Hee quarts of Has erm and 46.7% hd they coule tenet bal
three quero. wf He ettuas, In Gen and Cayaleani's £188
siden aay nauarlte’ that they qauld not fendi ll Bae feacher® con
rots. In this ay, alesouidh a ki uot npe with ll the cies
sid by cacti, 16.48 exotesss thee prefer fr comet sal. This
is eamsstent with ihe ndings ofthe alvey by Radesk’ and Sweles 1988;
svc: found thal students expressed approval lor mucky srembal, Tae
esl is aieesting because I contradic he alien Ein that steve Ea
VOT" wishes tha Iadcens econ! enum. Themasulisangy sage thal
saudanis Were uf bee minds. Ca the one hand, sg wshed oe har fet
ectomeusracied by teats Ou de oer Rend, hy iisved El caution
sss coule help therm cores exeors ran fctively, They night fae th
der evliotinMy, oti practise profes eachee Lovorne thet ior

Stuclvtsp her codas tas baseman biol
fuk Locks wea erable ham ty undertone he types ol arene they ale
‘Alba the rectus cond fails esse idenifealnn, ss se stent fe,
There no marking cede, Tent ao te over are

However, srrrecliar cues are nol wathuct problems. Some studcets
semrked hel thy could cot nil he cones bea ey di net Pow the
spammer rus ge woe tele about che grammar concepts viva
oni areoncaptsel the yar otspeet Tha the acs, sat not
‘lesson! de gramme al “Foraarsecicce eu acher haart expatnal
brmuree da bec he ou Gn”

Also. finaing the eedes lane ting ar correc crs ute another,
as temarked by one-cudent:"Samisies Lucerne the code bt | det
ror hte lo do camertin.” Ache: teastn suene student did He
Fenelon cara thal rs Found “heat flict ina, “Re rouslewens
aul time saeting, Ifthe tac eadzucs ome I Uink ts ens fox tet
hala,

Te sumer, sludents depend su the teacher forthe iniesprtation a
the endes. Oue steeent expliasd, “I the
clair ses con't row cher eat cornea othe ser,

Akdhongh a lary umber ef tleatssearned favor to ure uf ode,
‘ate supgen Cie! Lcrcection ccs may nthe as unsy and eeaghtena as
they appevs, Sons suserts coma! that te Wh fac foo men tm

iad 17a fie teachers
oles Yee arn, iol
cove ot is dieu

suvitel with the see of are ondes way fz ba am 2
fxr feedback, 28 sowing crx Hoxbari tse tore tera
joa thathve nen yevious ght gram iestaetant chal fae

fate smdects' ove: ercorenvvet we gers C2}

Hercelood Progress (2 and QU)
asked inthe question sin if sey weld wake the stcie ses aga
aftr the Wacker hag curuvted thems, ter SA of the nhudenss Ge?
evo fu allinasrve, Cveall, only 86% afte aticers Bug they
wvere making geoe progress fn yrmmatiea ava in wt. ane 44
sd thay wore mug vane program,

Siost af ee cuidate into gored versarkad al afhough each
recor nero f than, they woud rable wale Aheeaiss neniree aie
Student said, "leanne! ppl he ra el wan
fred, far wxaimale te topic ane the eewient of Sa Sal Ssipeson
seould be Gsfenent Anothe: reas offered ay a student way ecloed tt
vouckuliry use “ree Fre are ey rocabuler? fev and the usage is
sot che some, T nay make the sine Thslakee agsin "Ako stucentt nay
Torgel shail Tene mad

Ws." Bevel renner

Tit ake He une neta ges whe Tel the eoiestons pat eo i
‘Whon Lente the nes enm pau, cin t pay atonlin to oiding “he
sbistukes.emply foaget Gat ane any tp lerat maging hese

reuse student double “he eifeizeness uf er are
feotaci"Itllmake 2 le mastoke, Ana tiv ere iuahingol cor se
Thou daca kelp “uch.” The disadvaniege of ceuond renee es ed
basics caginl'y patel et Bp ane saben “L think Tantus 9
ian hing Phere’ eto thing len vocab sens”

‘Mn g roesposticn is la! of erru ans NEs sts
cuaprelumvely etorenenvtun is overiene nig

se marked

Evvor Correction: Whose resounstbily? (12;
‘More than all te students (5489 he iowa was main the teaches
joo to locate wed corres arenes Tis nest in ne surpening Kedovki ad
Sri (1983) the found hut amdents regan ea a-hing us 9 aia
responsi of tence
Tn the interview, wh avkect to elaborate cu the cacao abt whether
tor conection ye Be teachers! ae the stad esp liy stse
tha. is dh teachers’ responetlcity. {Pe any siken wthe below Dat
indents sould be rerpensiais fay aching ero de# aL student
‘would eke cong thse “TEuink enadenis siguld have ow cespursh

{ea ca 6.0 reuen 9. danaDA 3
lesen hese fe “oat aed ores he mates. but feet lay alo ke
ving, tak." [vo eater students rerticned zinoss a3 reiaue fencers
should corres errr lor them, Reason enticed by che aher ak donls
‘serv quid about hdr corpstence ts erer covert, 45a
comment bein

za snot or ae
ty hea she's Hoe teacher,

ul Tew spot th eae na

{hiner teacher hae gceater espns
ul Tat me nie who

Felon’ th kT can locale se mistakes Te Yeahs esporsiiliy fe

sevater Sine cy prune dng inet pond, Fabia teacher skal To

Cate he mistakes tne

7s atuke iste Bocas we lack knaveladge, show be Sondre

io mark the mistakes lor a,

‘her che eacher taco hears 13 pose acai. When tutes

locate sheerors, Peg my nel bu ble tuapot the, aeceune hey he

Sina Sina

Wenorete retake

as eeachers, ee can'Lapet eres

nlawsting.y, anther retson offered war a practical ane. Se stent
Brought si simply the feahe'a jb Ia ester: eneon, peat heen
they are paid wedo i: “Becacse my caches i sespunsil fr marking” Pron
Ihe shudens’ perspective. the person weha can aaa odie jb shld dn
ead teachers ston caress errors fou students, Oiadeja (192) spurte
thal mod slndertregoel!grameute wsrorae bastenrevi by Hartel OF
fevorse, teachers are nore compaten: Than las whi 2 cue 9 a40F
correcon bul he stuaent® argumietis Airey, snot a pede gogien pint cf
view, hase needing the anos pectic eestor cores io als een
ingihe stirs,

Tupticarionsand Conclisions

Leflore drmweing ay ce wets i js mypoctnt oy the fi Gallo of Ee
vd, Tia, epert ft eee rs oaection prices based see
fon shudeats' perceptions, which might not be entrap eoliale. Also, toe
pansipants i vest’ wage dean ome ly sight sndary chon 9
he webs not be gateraizad,

Nevertheless. yavevel ane usin am be drawn banas 20 the Fndiney of
he indy, vee casa Be-apyhcable i slr (2 cose, studing oth
chon! si RAP atest. es, fae sty has lerorstated that» use 24
IePraen inachorspnactves and student pretenvnns ix cer correction see
no. i Tor camp, alfaoughy lectern Ro sus emo com
sively ckadents alas tend eo prele leat le asitk ero coms eis
Stoulity altnagh a sigan’ nuosber of achers (eGo AT) core
[estas Re. provide eorectians for ueelssradats eo isle letehens to