Abstract
Effective teacher feedback on second language writing cannot begin and end with surface error correction. However, many students equate ‘good’ writing with error free writing and see any attempt on their part to fix their errors as a way, and at times the only way, to improve their writing. Hence, instructors and students often hold contrasting opinions about improvement in the context of the second language writing classroom. This educator’s reflection focuses on students’ use of error correction feedback across five sections of an introductory writing class taught in Spring 2023. There is a brief discussion surrounding error correction, but the primary focus is on students’ performance in three assessments in which error correction codes were a component. The findings show that there was a retention and application of some concepts, evidenced on the writing portion of the final exam. However, when judged independently, students struggle to identify and fix errors using codes. Error correction can therefore only be truly assessed and deemed effective when looked at in conjunction with other modes of corrective feedback as students engage in the writing process.
Author Information
Ann-Marie Simmonds, Rabdan Academy, United Arab Emirates
Paper Information
Conference: ACE2023
Stream: Language Development & Literacy
This paper is part of the ACE2023 Conference Proceedings (View)
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To cite this article:
Simmonds A. (2024) The Integration of Error Correction Codes in Five Introductory Writing Classes ISSN: 2186-5892 The Asian Conference on Education 2023: Official Conference Proceedings https://doi.org/10.22492/issn.2186-5892.2024.170
To link to this article: https://doi.org/10.22492/issn.2186-5892.2024.170
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