Effects of Overall, Selective, and No Error Correction on the Quality and Quantity of EFL Students' Writing
Education Resources Information Center (ERIC), USA 2000
37 Pages Posted: 10 Dec 2013 Last revised: 16 Sep 2016
Date Written: 2000
The purpose of this study is to compare the effects of overall, selective, and no error correction on the quality and quantity of English as a Foreign Language (EFL) students' writing. A total of 107 secondary school students in 3 classes participated in this study. These classes were randomly assigned to the three treatment conditions: overall error correction, where the teacher corrected all grammatical, mechanical, and organizational errors on each composition; selective error correction where the teacher corrected only two types of errors on the composition; and the no error correction where the students received no error correction at all. The study lasted for 22 weeks with one 2 week interruption for a winter vacation. There were pre- and post-tests of composition writing. The data were analyzed using the one-way analysis of variance and the t-test. The pretest results showed no significant differences in the mean scores among the three groups. The post-test results revealed significant differences among the three groups, favoring the selective error correction group. Selective error correction improves not only the quality and quantity of EFL students' writing, but supports the contention that errors should not be left uncorrected in the hope that they will correct themselves naturally but not so much that they demoralize the learners and put them on the defensive.
Keywords: Comparative Analysis; English (Second Language); Error Analysis (Language); Error Correction; Foreign Countries; Pretests Posttests;Writing (Composition)
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