Error Correction in the L2 Writing Classroom: What Do Students Think?
By Icy Lee. 2005
161 citations recorded by the source corpus.
Error correction research has focused mostly on teachers' strategies and their effects on student writing. Much less has been done to find out about students' beliefs and attitudes about teachers' feedback on errors. This study aimed to investigate L2 students' perceptions, beliefs, and attitudes about error correction in the writing classroom. Data were obtained from a questionnaire and from follow-up interviews. The findings showed that most students wished their teachers to mark and correct errors for them and believed that error correction was primarily the teacher's responsibility. The article ends with some pedagogical implications that can be applied in L2 writing classrooms.
Subfields: Education, Language and Linguistics
View Paper: https://www.semanticscholar.org/paper/73f4176a3f0b129316d74f3635ded1db5e526686
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Citations in the corpus
- A Study of Students and Teachers' Preferences and Attitudes towards Correction of Classroom Written Errors in Saudi EFL Context (2011, methodology): “The results reported here are consistent with the findings of the studies (Halimi, 2008 and Lee 2004) which showed that teachers clearly expressed a preference for marking codes. Teachers' preference for correction codes was based mainly on the belief that codes would enable the students to understa”
- Teacher written corrective feedback: Less is more (2019, background): “Although there is research evidence that suggests L2 students have a preference for CWCF (Leki, 1991; Oladejo, 1993; Lee, 2005), students at lower proficiency level can be inhibited and discouraged by teacher CWCF (Lee, 2008b) Hence it is not true that CWCF is necessarily a feedback practice that al”