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Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/3694

Title: THE EFFECTIVENESS OF LEARNER SELF-CORRECTION OF WRITTEN ERRORS IN THE EFL CLASSROOM
Authors: TESFAY, SOLOMON
Advisors: Dr. Hailom Banteyirga,
Keywords: SELF-CORRECTION
EFL CLASSE.OOM
EFFECTIVENESS OF LEARNER
WRITTEN ERRORS
Copyright: Jun-1995
Date Added: 6-Nov-2012
Publisher: AAU
Abstract: The present study aimed at finding out which feedback technique(s) to student written errors is/are more effective in helping learners improve their proficiency in written English. In other words, it attempted to explore and describe the process of learning EFL through learner self-correction of written errors with and without teacher clues and direct teacher correction. To do this, a classroom of thirty two Freshman students of AAU were grouped into experimental and control groups based on their scores of the first semester Flen 101A Examination. The experimental group received feedback types that let them selfcorrect their written errors. The control group received direct teacher correction on their writing tasks. The following instruments were employed to collect data. These were: a pre-test and a post-test, nine classroom tasks that were given to students for writing, questionnaires that were administered to members of each group, and interviews were conducted with samples from each group. Errors omitted and opinions given by research subjects on the type of treatments used were collected and analyzed. Comparisons were made to see differences between treatment types and error categories. Means, standard deviations and t-tests were calculated to find out any significant differences between groups and among error categories affected by each treatment.
URI: http://hdl.handle.net/123456789/3694
Appears in:Thesis - Teaching English as a Foreign Language

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