eCite Digital Repository

Grammatical error correction of English as foreign language learners

Citation

Satariyan, A and Mohseni, A, Grammatical error correction of English as foreign language learners, Journal of Language and Translation, 2.1, (2) Article 2. ISSN 2008-8590 (2012) [Refereed Article]


Preview
PDF
Not available
621Kb
  

Copyright Statement

Copyright 2012 Journal of Language and Translation

Official URL: http://ttlt.azad.ac.ir/article_531731.html

Abstract

This study aimed to discover the insight of error correction by implementing two correction systems on three Iranian university students. The three students were invited to write four in-class essays throughout the semester, in which their verb errors and individual-selected errors were corrected using the Code Correction System and the Individual Correction System. At the end of the study, the studentsí change of verb errors and individual errors from the first to the last in-class essays were calculated to examine the effectiveness of the two correction systems in this study. Moreover, to uncover the studentsí perceptions and opinions toward the two correction systems, three researcher student conferences were conducted each time after the correction. The findings of this study suggested that (1) Conferences are important for students to clarify confusing ideas and enhance their interaction with the teacher and their errors. It is recommended to be used in error correction to make the correction procedure a two-direction communication; (2) Learner-centered correction in which the control rests on learners may contribute to learnersí autonomy of learning and intrinsic motivation, and may further result in the effectiveness of error correction; (3) While correcting studentsí errors, teachers may need to pay more attention to less-advanced students, as they may need more help and may benefit much from the correction; (4) The better way to solve Iranian university studentsí problem in using English tenses may be to expose them to more authentic English, but not in over-simplified rules; and (5) Teachers should avoid putting answers directly on studentsí written errors, but adopt more implicit error identification techniques for students to reflect on their own errors.

Item Details

Item Type:Refereed Article
Keywords:code correction, error correction, error identification techniques
Research Division:Education
Research Group:Curriculum and Pedagogy
Research Field:English and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL)
Objective Division:Cultural Understanding
Objective Group:Communication
Objective Field:Languages and Literacy
Author:Satariyan, A (Mr Adnan Satariyan)
ID Code:118053
Year Published:2012
Deposited By:Seafaring
Deposited On:2017-07-03
Last Modified:2017-10-24
Downloads:0

Repository Staff Only: item control page