Error correction strategies used by learners of Japanese when revising a writing task

Abstract

This article deals with error correction strategies employed by learners of Japanese when revising their written work. This study investigates: (1) the effectiveness of the coding system employed by the Victorian Certificate of Education (assessment for university entrance in Victoria, Australia); (2) types of code symbols which lead to successful self-correction; (3) strategies used for self-correction; and (4) successful as well as unsuccessful strategies employed by students. An interview, observation, and a “think-aloud” protocol were employed for the investigation. Compositions by students of lower intermediate level Japanese in a university course were corrected using the VCE coding system. An interim grade was given to the original compositions, and a final grade to the self-corrected compositions. Analysis of the data indicated 10 reasons why students failed to correct their errors, and seven reasons why they succeed. Answers to the interview questions revealed that students perceived script errors were easy to correct whereas vocabulary errors were difficult.