Correction of Frequent English Writing Errors by Using Coded Indirect Corrective Feedback and Error Treatment: The Case of Reading and Writing English for Academic Purposes II

Authors: Chaiwat Tantarangsee

Abstract:

The purposes of this study are 1) to study the frequent English writing errors of students registering the course: Reading and Writing English for Academic Purposes II, and 2) to find out the results of writing error correction by using coded indirect corrective feedback and writing error treatments. Samples include 28 2nd year English Major students, Faculty of Education, Suan Sunandha Rajabhat University. Tool for experimental study includes the lesson plan of the course; Reading and Writing English for Academic Purposes II, and tool for data collection includes 4 writing tests of short texts. The research findings disclose that frequent English writing errors found in this course comprise 7 types of grammatical errors, namely Fragment sentence, Subject-verb agreement, Wrong form of verb tense, Singular or plural noun endings, Run-ons sentence, Wrong form of verb pattern and Lack of parallel structure. Moreover, it is found that the results of writing error correction by using coded indirect corrective feedback and error treatment reveal the overall reduction of the frequent English writing errors and the increase of students’ achievement in the writing of short texts with the significance at .05.

Keywords: Coded indirect corrective feedback, error correction, and error treatment.

Digital Object Identifier (DOI): doi.org/10.5281/zenodo.1112137

References:

[1] Knight, P. (2001). Learning and Teaching English. Oxford; Oxford University Press.
[2] Waters, A. (2012). “Trends and issues in ELT methods and methodology” ELT journal, 66(4); 440-449.
[3] Nunan, D. (1991).Designing Tasks for the Communicative Classroom. New York: Cambridge University Press.
[4] Mutsuda, P., K. “Teaching Writing as a Nonnative Speaking Teacher” Conference Handbook 2014, Bangkok; The 34th Annual Thailand TESOL International Conference.
[5] Paran, A. (2012). “Language skills: questions for teaching and learning.” ELT Journal, 66 (4), 450-458.
[6] Bitchener, J., & Knoch, U. (2009). “The value of a focused approach to written corrective feedback.” ELT Journal, 63: 204-211.
[7] Ellis, R., Sheen, Y., Murakami, M., & Takashima, H. (2008). “The effects of focused and unfocused written correction feedback in an English as a foreign language context.” System, 36, 353-371.
[8] Tompkins, G. E. (2008). Teaching Writing, Balancing Process and Product. New Jersey: Pearson.
[9] Lewin, L. (1992). “Integrating reading and writing strategies using an alternating teacher-led, student-selected instructional pattern.” The Reading Teacher, 45, 586-591.
[10] Harmer, J. (2007). How to teach writing. Essex; Pearson Longman.
[11] Scrivener, J. (1998). Learning Teaching. Oxford: Macmillan Heinemann.
[12] Amrhein R., H., & Nassaji, H. (2010). “Written Corrective Feedback: What do students and teachers prefer and why?” Canadian Journal of Applied Linguistics. CJAL 2010, 13: 95-127.
[13] Bitchener, J., Young, S. & Cameron, D. (2005). “The effect of different types of corrective feedback on ESL students writing.” Journal of Second Language Writing, 14 (3), 191-205.
[14] Thornbury, S (1997). “Reformulation and reconstruction; tasks that promote ‘noticing’.” ELT Journal, 51, 326-335.
[15] Ferris, D. R. (1999). “The Case for Grammar Correction in L2 Writing Classes: A Response to Truscott (1996).” Journal of Second Language Writing, 8, 1-10.
[16] Atai. M. (2000). “The Impact of Self, Peer, and Teacher Evaluation on Iranian EFL Students’ Writing Performance.” Islamic Azad University of Karaj. Unpublished M.A. Thesis.
[17] Ferris, D. R. (2004). “The Grammar Correction debate in L2 writing: Where are we, and where do we go from here? (and what do we do in the meantime …?).” Journal of Second Language Writing, 13, 49-62.
[18] Roebuck, R., F. (2001). “Teaching Composition in the College Level Foreign Language Class. Insights and Activities from Sociocultural Theory.” Foreign Language Annals. 34 (3), 206-215.
[19] Ferris, D. R. (2002). Treatment of Error in Second Language Student Writing. Michigan; University of Michigan Press.
[20] Ferris, D. R. & Roberts, B. (2001). “Error feedback in L2 writing class: How explicit does it need to be?” Journal of Second Language Writing, 10, 161-184.
[21] Abedi, R., Latifi, M., & Moinzadeh, Ahmad. (2010). “The Effect of Error Correction vs. Error Detection on Iranian Pre-intermediate EFL Learners’ Achievement.” English Language Teaching, 3 (4). 168- 174.
[22] Doughty, C., & Williams, J. (1998). “Pedagogical choices in focus on form.” In C. Doughty and J. Williams (eds). Focus on form in classroom Second Language Acquisition. Cambridge; Cambridge University Press.