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.
Abstract: The purposes of this study are 1) to study the effects
of participatory error correction process and 2) to find out the
students’ satisfaction of such error correction process. This study is a
Quasi Experimental Research with single group, in which data is
collected 5 times preceding and following 4 experimental studies of
participatory error correction process including providing coded
indirect corrective feedback in the students’ texts with error treatment
activities. Samples include 52 2nd year English Major students,
Faculty of Humanities and Social Sciences, Suan Sunandha Rajabhat
University. Tool for experimental study includes the lesson plan of
the course; Reading and Writing English for Academic Purposes II,
and tools for data collection include 5 writing tests of short texts and
a questionnaire. Based on formative evaluation of the students’
writing ability prior to and after each of the 4 experiments, the
research findings disclose the students’ higher scores with statistical
difference at 0.00. Moreover, in terms of the effect size of such
process, it is found that for mean of the students’ scores prior to and
after the 4 experiments; d equals 0.6801, 0.5093, 0.5071, and 0.5296
respectively. It can be concluded that participatory error correction
process enables all of the students to learn equally well and there is
improvement in their ability to write short texts. Finally the students’
overall satisfaction of the participatory error correction process is in
high level (Mean = 4.39, S.D. = 0.76).
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.