The Preferences of ESL Students for Error Correction in College-Level Writing Classes

1991 ◽  
Vol 24 (3) ◽  
pp. 203-218 ◽  
Author(s):  
Ilona Leki
Keyword(s):  
Error Correction ◽  
College Level ◽  
Esl Students ◽  
Writing Classes

A Study on Students' Problems in ESL Writing Classes in the Arts College/ Kuwait University

2018 ◽  
Vol 1 (1) ◽  
pp. 1-11
Author(s):  
Mona Salem Rashed
Keyword(s):  
Second Language ◽  
First Language ◽  
Word Choice ◽  
Esl Students ◽  
Esl Writing ◽  
Kuwait University ◽  
Writing Classes ◽  
The Arts ◽  
The Difference ◽  
At Home

This paper discusses the influence of the first language (Arabic) on the second language (English) in the writing pieces of ESL students in Arts College/ Kuwait University. Going over some writing papers taken from the students' work in class, the reader would notice a 'different English'. The overall layout of the paper, the ideas presentation, the personal expression, the syntax and word choice, the punctuation and other elements make this new language on students' papers. From papers written in class and at home, I conducted an analysis to see the difference between the two languages techniques, and to find solutions for that. I also interviewed students and they assured that Arabic has a massive influence on them. They disclosed that they read the topic in English, and think/analyze in Arabic. Some participants mentioned that their limited competence of vocabulary in English hindered them from expressing well on paper. Another group mentioned that the idea of 'being explanatory' prevailed their thinking while writing. They said that they wanted to explain their ideas well and repeatedly so that the reader/teacher would understand their points. They also had troubles in organizing the sentences according to the English paragraph style.

scholarly journals Peer Response in ESL Writing

1999 ◽  
Vol 16 (2) ◽  
pp. 20 ◽  
Author(s):  
Gloria M. Tang
Keyword(s):  
Social Cognitive ◽  
Student Writing ◽  
Western Canada ◽  
Peer Response ◽  
Esl Students ◽  
Esl Writing ◽  
Writing Classes ◽  
Peer Response Groups ◽  
Perceptions Of Students ◽  
Journal Entries

This article explores the value of peer response groups in English as a second language (ESL) writing classes. It reports on some of the findings of a study (Tithecott, 1997) conducted in a small university college in Western Canada with 12 international students from Asia to investigate: (a) what the perceptions of students were with regard to peer response and whether their perceptions changed over time; (b) what kind of activities students engaged in during peer response sessions; and (c) whether and how students changed their writing as a result of participating in response sessions. Research methodology included examining and analyzing student journal entries, audiotapes of peer response sessions, and the drafts and final versions of student writing. Results show that Asian ESL students tended to be positive about peer response and that they became somewhat more positive as the semester progressed. Although they appreciated the benefits of peer response, they had some concerns about peer feedback. Some students revised their writing using peer comments. During the peer response sessions students engaged in a variety of social, cognitive, and linguistic activities as they worked to accomplish the assigned task.

scholarly journals Can Web 2.0 technology assist college students in learning English writing? Integrating Facebook and peer assessment with blended learning

2011 ◽  
Vol 27 (5) ◽  
Author(s):  
Ru-Chu Shih
Keyword(s):  
Classroom Instruction ◽  
Peer Assessment ◽  
Writing Skills ◽  
College Level ◽  
Writing Classes ◽  
English Writing ◽  
Qualitative Approaches ◽  
Writing Class ◽  
Class Instruction ◽  
Learning English

<blockquote>The goal of this study was to investigate the effect of integrating <em>Facebook</em> and peer assessment with college English writing class instruction through a blended teaching approach. This blended approach consisted of one-third of a semester of classroom instruction and two-thirds of a semester combining <em>Facebook</em>, peer assessment, and classroom instruction. The subjects were 23 first-year students majoring in English at a technological university in Taiwan participating in an 18 week English writing class. The students were divided into three groups with three <em>Facebook</em>platforms. Both quantitative and qualitative approaches were employed in the study. Research instruments included pre-test and post-test of English writing skills, a self-developed survey questionnaire, and in-depth student interviews. The findings suggest that incorporating peer assessment using <em>Facebook</em> in learning English writing can be interesting and effective for college-level English writing classes. Students can improve their English writing skills and knowledge not only from the in-class instruction but also from cooperative learning. In addition, this <em>Facebook</em> integrated instruction can significantly enhance students' interest and motivation. Finally, the findings may provide useful instructional strategies for teachers of ESL English writing courses.</blockquote><p> </p>

scholarly journals STUDENTS’ PERCEPTIONS OF TEACHERS’ WRITTEN CORRECTIVE FEEDBACK IN THE MALAYSIAN ESL CLASSROOM

2020 ◽  
Vol 17 (Number 2) ◽  
pp. 103-136
Author(s):  
Malini N. G. Ganapathy ◽  
Debbita Tan Ai Lin ◽  
Jonathan Phan
Keyword(s):  
Secondary Schools ◽  
Corrective Feedback ◽  
Descriptive Statistics ◽  
Survey Questionnaire ◽  
Esl Students ◽  
Focus On Form ◽  
Writing Classes ◽  
Written Corrective Feedback ◽  
The Many ◽  
Direct Feedback

Purpose – This study examined the types of written corrective feedback provided to ESL students in writing classes in Malaysian secondary schools, and their perceptions towards the provision of written corrective feedback in the Malaysian context. Methodology – A survey questionnaire was administered randomly among 720 Form Four students from 10 secondary schools in Penang. The questionnaire was based on a Likert scale and responses were analysed using descriptive statistics. Findings – Results showed that most learners benefited from and preferred direct feedback, and tended to focus on form such as grammar, paragraph organisation, content and clarity of ideas. Students preferred this form of feedback as they were able to understand errors more clearly. It was found that most students were unable to self-regulate their own errors; a majority could not locate their own errors and had become passive learners within the Malaysian schooling system. Significance – The study is significant to Malaysian secondary schools in its effects, depicting the many forms of corrective feedback available in the ESL context that can be employed in school besides the popularized direct feedback used within the syllabus.

scholarly journals Attitudes and Preferences of ESL Students to Error Correction

1983 ◽  
Vol 6 (1) ◽  
pp. 79-87 ◽  
Author(s):  
N. Ann Chenoweth ◽  
Richard R. Day ◽  
Ann E. Chun ◽  
Stuart Luppescu
Keyword(s):  
Error Correction ◽  
Native Speaker ◽  
Esl Students ◽  
Positive Attitudes ◽  
Students Attitudes

This article presents the findings of a survey of ESL students' attitudes toward and preferences for the correction of spoken errors by native speaker friends. The 418 subjects reported generally positive attitudes toward error correction and claimed to prefer even more correction than their friends did. They saw correcting errors as facilitating—even being necessary—for the improvement of their oral English.

scholarly journals Reading Comprehension in a Second Language: The Role of Conjunctions

1986 ◽  
Vol 3 ◽  
pp. 85 ◽  
Author(s):  
Esther Geva
Keyword(s):  
First Language ◽  
College Level ◽  
Esl Students ◽  
Written Discourse ◽  
Advanced Level ◽  
Sentence Level ◽  
L2 Learners ◽  
High Level ◽  
Practical Implications

The purpose of this study was to examine whether and at what level of proficiency the meaning of conjunctions is comprehended by adult L2 learners, and whether and at what level of proficiency conjunctions facilitate integration of information in text. Subjects were sixty immigrant or foreign ESL students and thirty-six students whose first language was English. Subjects completed a series of tasks focussing on intrasentential, intersentential and discourse level comprehension of conjunctions. They also read three college level one-page texts, which could appear in one of three versions: normal-intact, implicit-all conjunctions omitted, and highlighted-all conjunctions printed in bold typeface. Each text was followed by a set of high-level comprehension questions focussing on logical relationships in these texts. Analyses have shown that a discourselevel measure of knowledge of conjunctions was more closely related to how L2 learners comprehend logical relationships in written discourse than were discrete, sentence level items. In addition, the more advanced ESL students were more capable of inferencing or using available logical relationships under the three text versions than were the intermediate ESL students. Finally, highlighting. conjunctions had an adverse effect on intermediate level students and a facilitating effect on the advanced level students. The theoretical and practical implications of these results are discussed.

scholarly journals Taiwanese Student Attitudes Towards Error Correction and Written Corrective Feedback in L2 Writing Classes

2017 ◽  
Vol 2 (2) ◽  
Author(s):  
David R. Berg ◽  
Yichen Lu
Keyword(s):  
Error Correction ◽  
Student Attitudes ◽  
Corrective Feedback ◽  
L2 Writing ◽  
Self Report ◽  
Writing Teachers ◽  
Writing Classes ◽  
Efl Writing ◽  
Written Corrective Feedback ◽  
Writing Students

<p>Error correction and corrective feedback in L2 writing has long been an important issue for EFL teachers and researchers, as well as EFL students. This study aimed to examine a population of Taiwanese EFL writing students to assess their attitudes and preferences for corrective feedback in their English writing. This study utilized a 31-question self-report survey to gather data from 79 EFL writing students. Results indicate that most students felt it was very important for the teacher to provide comprehensive direct or indirect coded feedback on all types of errors, but mostly on grammatical errors. The findings hold important implications for EFL writing teachers in Taiwan. EFL writing teachers should have open dialogues with their students in order to determine the most beneficial form of feedback for each class.</p>

Pocket Electronic Dictionaries for Second Language Learning: Help of Hindrance

1997 ◽  
Vol 15 (1) ◽  
pp. 39 ◽  
Author(s):  
Gloria M. Tang
Keyword(s):  
Second Language ◽  
Reading Comprehension ◽  
Language Learning ◽  
Second Language Learning ◽  
Secondary Level ◽  
Language Teachers ◽  
Esl Students ◽  
Esl Teachers ◽  
Writing Classes ◽  
Learning English

This article reports on a study that addresses the concerns of ESL teachers about their students' use of pocket bilingual electronic dictionaries (EDs). The purpose is to communicate to content and language teachers: (a) the features of the ED, (b) the uses secondary level ESL students make of the pocket ED as a tool for learning English, (c) the effectiveness of the ED in helping ESL students' comprehension and production of English, (d) students' perception of the usefulness of the ED, and (e) the strengths and weaknesses of the ED as perceived by ESL teachers. The findings indicate that not only do a large number of Chinese ESL students own EDs, but they also make consistent use of them during reading comprehension and writing classes. Examples are given of the students' successful and unsuccessful attempts using the ED, and recommendations are made for ESL teachers to teach dictionary skills.

scholarly journals Error Correction in Teaching Writing Skill:

2017 ◽  
Vol 1 (1) ◽  
pp. 24
Author(s):  
Nguyen Thi Thu Thao ◽  
Nguyen Duy Anh
Keyword(s):  
Error Correction ◽  
English Learners ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Teaching Writing ◽  
Writing Classes ◽  
Teacher Interview ◽  
Writing Skill ◽  
Two Factors ◽  
Two Phases

In English learning, writing skill is considered, by many people, the most difficult skill to be mas-tered. In fact, errors and mistakes in writing are unavoidable and a large amount of them has been de-tected with a variety of types. Previous researchers have also proved the significance of error analysis and correction in enhancing the writing skills of English learners, but the beliefs and applications of teachers in error correction methods still differ. Thus, the aim of this paper is to investigate these two factors in the teaching and learning environment of a university in Vietnam. The study is conducted in two phases: teacher interview and class observation in practice, with the participation of two Eng-lish teachers who are in charge of teaching writing skill to two classes of 21 and 28 students. The rec-orded results give emphasis to the need of error correction in writing classes, some commonly effec-tive activities utilized; furthermore, there is a remarkable outcome that teachers seldom have academ-ic basis on error correction but mainly depend on their own experience in teaching practice, and their approaching methods to correcting mistakes on students paper can be both direct and indirect. In ad-dition, some ideal activities for error correction, namely peer feedback, on-going writing quizzes, and error codes, are presented

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