The main purpose for conducting the research presented in this paper was to explore the possible benefits of encouraging learners to notice their errors. Both quantitative and qualitative data were collected on both experimental ( n = 28) and control ( n = 28) groups over a semester at a private university in intensive English Speaking classes. It was found that the experimental groups performed better on both written and spoken tests (received an average of five to two points more respectively), had a better understanding of the materials (made approximately twice the progress on pre- and post-tests), had a better understanding of their own interlanguage (noticed and appropriately corrected on average five errors on the written test and four errors on the spoken test) and became more motivated and autonomous. An i-statement analysis of their reflections on the noticing activities done after the tests showed that 60% of the comments given by students on their English ability were on claiming improvement. When asked how they felt after doing the noticing activity, 78% of the comments given by the students were positive and particularly were on personal gains and their ability to self-assess. In this paper the data collected and results mentioned above will be discussed in more detail following a review of the relevant literature and in conclusion, advice for teachers on how to encourage learners to notice their errors will be given.
Amanda Toyoura, Ferris University, Japan
Stream: Language Learning
This paper is part of the ACLL2013 Conference Proceedings (View)
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