Abstract
The study aimed to explore effects of the two correction methods: error code and correct form, in the EFL writing class. 25 sophomore students from the Department of Applied Foreign Languages at Kao Yuan University were involved. They were divided into two groups according to the performance of the pretest: high achiever and low achiever. During class, students received different error feedback. At last, a One-way ANOVA with SPSS13.0 was employed to test the significant difference of paragraph writing performance with two different correction methods. Results showed that high achievers benefit better in the posttest through the error codes provided and low achievers performed better in the posttest through correct form provided. The findings of this study through a T-test also indicate that students have positive attitude toward the correction methods which can benefit the organization in writing as well as grammar.
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