Strategies to correct EFL Writing in High-School: Effects on error reduction and classroom validity.

2010

Abstract  This study compares the effectiveness and classroom validity of two correction strategies (reformulation and self-correction) for EFL writing with a school group of 16 Spanish learners of English. The study examines the reduction of errors in students’ drafts through a writing-correction-rewriting task which includes: (i) a reformulation session in which learners received feedback in the form of a reformulated text and (ii) a self-correction session in which learners received no feedback. In both sessions students worked in pairs and had to report and explain their proposed corrections. Results show that whereas reformulation outperformed self-correction as regards error detection, both strategies had a positive effect on error reduction of those errors which had been previously reported. Also, learners failed to report errors beyond sentence level with both strategies. As regards classroom validity, neither reformulation nor self-correction seemed fully successful and some variations to adapt them to regular teaching praxis are suggested.


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