The Effectiveness of Learner Self-Correction of Written Errors in the Efl Classroom

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Addis Ababa University


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. vi The results obtained showed that self-correction techniques are more effective in helping students learn than the techniques where the teacher gives direct correction. It is recommended, therefore. that teachers should frequently use feedback types that help students to self-correct their written errors. Teacher training programmes should include topics on the use of students focused error treatment where the teacher predominantly plays the role of a facilitator. It is only when the students totally fail to understand and correct their errors that direct feedback is appropriate.



Written Errors