A Model for Communicative Error Correction in Saudi EFL Freshman Students' Writing

Autor/in	Al-Jarf, Reima
Titel	A Model for Communicative Error Correction in Saudi EFL Freshman Students' Writing
Quelle	In: Journal on English Language Teaching, 11 (2021) 2, S.32-41 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2231-3338
Schlagwörter	Error Correction; Writing Instruction; Writing Evaluation; Second Language Learning; Second Language Instruction; English (Second Language); Writing Assignments; Spelling; Grammar; Punctuation; Instructional Effectiveness; Communication (Thought Transfer); College Freshmen; Males; Foreign Countries; Teaching Methods; Saudi Arabia + Suchen Sie Ihr Suchwort? Korrektur; Schreibunterricht; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Schreibweise; Grammatik; Interpunktion; Unterrichtserfolg; Communication; thought; Kommunikation; Gedanke; Studienanfänger; Male; Männliches Geschlecht; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Saudi-Arabien
Abstract	Many EFL teachers spend a lot of time marking students' written assignments and correcting their spelling, grammatical, punctuation, organization and idea generation errors in detail. The more mistakes students make the more meticulously they mark and correct mistakes. Despite meticulous error correction, students continue to make the same mistakes over and over again. Teachers' correction of written assignments does not seem to be effective in reducing students' errors and enhancing their ability to write correctly and effectively. The present study proposes a model for correcting students' errors effectively. In this model, students are encouraged to write for communication and not to worry about spelling, grammatical, punctuation or capitalization mistakes. Students do written assignments or part of them in the class. While doing the written exercises and writing their paragraphs, the teacher monitors students' work and provides individual help. She gives communicative feedback that focuses on meaning and highlights only errors related to rules or skills under study in a particular chapter. Feedback is provided on the occurrence and location of errors, but no correct forms are given. Self-editing and peer-editing are encouraged. Extra credit is given for good paragraphs every time the students write a paragraph in the class. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01