The Role of Error Correction in Teaching and Learning of English from the Cognitive Load Perspective: A Case Study

Autor/in	Virlan, Ayse Yilmaz
Titel	The Role of Error Correction in Teaching and Learning of English from the Cognitive Load Perspective: A Case Study
Quelle	In: Journal of English Teaching, 8 (2022) 2, S.195-208 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2087-9628
Schlagwörter	Teaching Methods; Error Correction; Cognitive Ability; Second Language Instruction; Second Language Learning; English (Second Language); Error Analysis (Language); Case Studies; Essays; Feedback (Response); Learning Processes; Writing Evaluation; Writing Instruction; Test Preparation; Language Tests; Foreign Countries; Adult Students; Inferences; Interference (Language); Grammar; Form Classes (Languages); Turkey (Istanbul); International English Language Testing System + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Korrektur; Denkfähigkeit; Fremdsprachenunterricht; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Error analysis; Language; Fehleranalyse; Case study; Fallstudie; Case Study; Essay; Aufsatzunterricht; Learning process; Lernprozess; Schreibunterricht; Language test; Sprachtest; Ausland; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Inference; Inferenz; Grammatik; Analytischer Sprachbau; Language tests; Englisch
Abstract	In second language teaching and learning, making errors is inevitable as language learning requires a lot of cognitive effort and concentration on the part of learners. Understanding the types and frequencies of student errors is, therefore, an important issue for ESL and EFL teachers to determine how students can be helped to improve their skills through instruction. This case study focuses on the frequency and types of errors and aims to identify any possible relationship between learner-based errors and the perceived cognitive load of the student. Data was received through 36 essays written by an adult learner of English who received 104 hours of formal instruction. The instruction was designed pursuing Cognitive Load Theory (CLT), and corrective feedback was provided. At the end of each month, a subjective cognitive load scale was applied to identify the perceived cognitive load of the learner. Errors were regarded as indicators of the student's developmental competence and were analyzed not as a failure but as a sign in reflecting the learner's progress. The results revealed that an improvement in the writings of the learner can be observed when the perceived cognitive load of the learner is lowered in the second language learning process. (As Provided).
Anmerkungen	Journal of English Teaching. Fakultas Keguruan dan Ilmu Pendidikan (FKIP) UKI, Jalan Mayjen Sutoyo No. 2, Cawang, Jakarta, Timur, 13630, Indonesia. Tel:+62-21-8092425 ext. 310, 315; e-mail: jet@uki.ac.id; Web site: http://ejournal.uki.ac.id/index.php/jet
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01