Correction of Frequent English Writing Errors by Using Coded Indirect Corrective Feedback and Error Treatment
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.
[1] Knight, P. Learning and Teaching English. Oxford; Oxford University
Press, 2001.
[2] Waters, A. "Trends and issues in ELT methods and methodology” ELT
journal, 66(4), 2012, pp. 440-449.
[3] Nunan, D. Designing Tasks for the Communicative Classroom. New
York: Cambridge University Press, 1991.
[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. "Language skills: questions for teaching and learning.” ELT
Journal, 66 (4), 2012, pp. 450-458.
[6] Bitchener, J., & Knoch, U. (2009). "The value of a focused approach to
written corrective feedback.” ELT Journal, 63, 2009, pp. 204-211.
[7] Ellis, R., Sheen, Y., Murakami, M., & Takashima, H. "The effects of
focused and unfocused written correction feedback in an English as a
foreign language context.” System, 36, 2008, pp. 353-371.
[8] Tompkins, G. E. Teaching Writing, Balancing Process and Product.
New Jersey: Pearson, 2008.
[9] Lewin, L. "Integrating reading and writing strategies using an alternating
teacher-led, student-selected instructional pattern.” The Reading
Teacher, 45, 1992, pp. 586-591
[10] Harmer, J. How to teach writing. Essex; Pearson Longman, 2007.
[11] Scrivener, J. Learning Teaching. Oxford: Macmillan Heinemann, 1998.
[12] Amrhein R., H., & Nassaji, H. "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. "The effect of different types of
corrective feedback on ESL students writing.” Journal of Second
Language Writing, 14 (3), 2005, pp. 191-205.
[14] Thornbury, S. "Reformulation and reconstruction; tasks that promote
‘noticing’.” ELT Journal, 51, 1997, pp. 326-335.
[15] Ferris, D. R. "The Case for Grammar Correction in L2 Writing Classes:
A Response to Truscott (1996).” Journal of Second Language Writing,
8, 1999, pp. 1-10.
[16] Atai. M. "The Impact of Self, Peer, and Teacher Evaluation on Iranian
EFL Students’ Writing Performance.” Islamic Azad University of Karaj.
Unpublished M.A. Thesis, 2000.
[17] Ferris, D. R. "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, 2004. pp. 49-62.
[18] Roebuck, R., F. "Teaching Composition in the College Level Foreign
Language Class. Insights and Activities from Sociocultural Theory.”
Foreign Language Annuals. 34 (3), 2001, pp. 206-215.
[19] Furr, M. Summary of Effect Size and their Links to Inferential Statistics.
Psychology Department. Wake Forest University. Retrieve from
http://psuch.wfu.edu/furr/ EffectSizeFormular.pdf. on November 1,
2009.
[20] Ferris, D. R. Treatment of Error in Second Language Student Writing.
Michigan; University of Michigan Press, 2002.
[21] Ferris, D. R. & Roberts, B. "Error feedback in L2 writing class: How
explicit does it need to be?” Journal of Second Language Writing, 10,
2001, pp. 161-184.
[22] Abedi, R., Latifi, M., & Moinzadeh, Ahmad. "The Effect of Error
Correction vs. Error Detection on Iranian Pre-intermediate EFL
Learners’ Achievement.” English Language Teaching, 3 (4), 2010, pp.
168-174.
[23] Doughty, C., & Williams, J. 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, 1998.
[1] Knight, P. Learning and Teaching English. Oxford; Oxford University
Press, 2001.
[2] Waters, A. "Trends and issues in ELT methods and methodology” ELT
journal, 66(4), 2012, pp. 440-449.
[3] Nunan, D. Designing Tasks for the Communicative Classroom. New
York: Cambridge University Press, 1991.
[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. "Language skills: questions for teaching and learning.” ELT
Journal, 66 (4), 2012, pp. 450-458.
[6] Bitchener, J., & Knoch, U. (2009). "The value of a focused approach to
written corrective feedback.” ELT Journal, 63, 2009, pp. 204-211.
[7] Ellis, R., Sheen, Y., Murakami, M., & Takashima, H. "The effects of
focused and unfocused written correction feedback in an English as a
foreign language context.” System, 36, 2008, pp. 353-371.
[8] Tompkins, G. E. Teaching Writing, Balancing Process and Product.
New Jersey: Pearson, 2008.
[9] Lewin, L. "Integrating reading and writing strategies using an alternating
teacher-led, student-selected instructional pattern.” The Reading
Teacher, 45, 1992, pp. 586-591
[10] Harmer, J. How to teach writing. Essex; Pearson Longman, 2007.
[11] Scrivener, J. Learning Teaching. Oxford: Macmillan Heinemann, 1998.
[12] Amrhein R., H., & Nassaji, H. "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. "The effect of different types of
corrective feedback on ESL students writing.” Journal of Second
Language Writing, 14 (3), 2005, pp. 191-205.
[14] Thornbury, S. "Reformulation and reconstruction; tasks that promote
‘noticing’.” ELT Journal, 51, 1997, pp. 326-335.
[15] Ferris, D. R. "The Case for Grammar Correction in L2 Writing Classes:
A Response to Truscott (1996).” Journal of Second Language Writing,
8, 1999, pp. 1-10.
[16] Atai. M. "The Impact of Self, Peer, and Teacher Evaluation on Iranian
EFL Students’ Writing Performance.” Islamic Azad University of Karaj.
Unpublished M.A. Thesis, 2000.
[17] Ferris, D. R. "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, 2004. pp. 49-62.
[18] Roebuck, R., F. "Teaching Composition in the College Level Foreign
Language Class. Insights and Activities from Sociocultural Theory.”
Foreign Language Annuals. 34 (3), 2001, pp. 206-215.
[19] Furr, M. Summary of Effect Size and their Links to Inferential Statistics.
Psychology Department. Wake Forest University. Retrieve from
http://psuch.wfu.edu/furr/ EffectSizeFormular.pdf. on November 1,
2009.
[20] Ferris, D. R. Treatment of Error in Second Language Student Writing.
Michigan; University of Michigan Press, 2002.
[21] Ferris, D. R. & Roberts, B. "Error feedback in L2 writing class: How
explicit does it need to be?” Journal of Second Language Writing, 10,
2001, pp. 161-184.
[22] Abedi, R., Latifi, M., & Moinzadeh, Ahmad. "The Effect of Error
Correction vs. Error Detection on Iranian Pre-intermediate EFL
Learners’ Achievement.” English Language Teaching, 3 (4), 2010, pp.
168-174.
[23] Doughty, C., & Williams, J. 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, 1998.
@article{"International Journal of Business, Human and Social Sciences:60779", author = "Chaiwat Tantarangsee", title = "Correction of Frequent English Writing Errors by Using Coded Indirect Corrective Feedback and Error Treatment", 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,
error treatment, frequent English writing errors.", volume = "8", number = "8", pages = "2496-7", }
