Abstract
Students frequently commit errors despite spending huge amount of time studying language. This paper discusses a classroom-based teaching inquiry about error analysis and correction. The study focused on the use of simple past in paragraphs. The objectives of the investigation were to understand the extent to which dealing with students’ errors in a leaner-centered classroom improves accuracy in English and to assess students’ attitudes to the approach in language learning. The inquiry involved 62 first-year students from the College of Agriculture, Animal Sciences and Veterinary Medicine at the University of Rwanda. Individual and group work, a questionnaire and class observations were data collection tools. Findings revealed that the majority of students significantly improved their writing as a result of analyzing their errors in written work. In addition, students reported that correcting errors together gave them confidence and freedom to explore their language use more freely, to discuss their errors, to learn new words in their field of study, and to avoid repeating error while writing. Class observations showed that students were discussing and listening to each other’s opinions attentively and critically. The researchers concluded that students acquire more language accuracy when they are deeply involved in error analysis as they feel motivated and responsible for their own learning.
Highlights
Language accuracy is of paramount importance in communication
There has been a debate among scholars on whether correcting errors has to be given room in language learning
The present inquiry was seeking to know whether error correction in a learner-centered approach could improve accuracy in English language
Summary
Students are engaged in different academic and social contexts where they have to express their ideas and opinions using language. Students express themselves more effectively when they have a good grasp of grammar. In this regard, Agbesi (2016) stated that learning how words are combined in sentence formation enables language speakers to communicate effectively. From 1996 to 2008 the language policy required the first three years of schooling be taught in Kinyarwanda, after which the students chose English or French as the primary language of instruction. The linguistic reforms of 2008 which took place in Rwanda required the shift from French into English as the sole language of instruction from primary four onwards. Talking about the importance of the language knowledge, Sasan (2012) highlighted that accuracy is an important factor to effective writing
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