The reviews over the cases against correcting grammar for second language writing classes

Abstract

Writing English is a main productive process emerging from language learners of English writing both in and out the class; meanwhile, grammar correction is a ladder for their development in writing accurately. This study aimed to review the case against grammar correction. At the same time, a qualitative method was used, and the data gathering means was entirely based on secondary data. Collecting other existing research on grammar correction in writing skills was underlined, and all relevant articles and books concerning the matter were chosen and gotten through for the gist. Moreover, the elaborated results of previously operated projects were brought up for discussion. The comments, based on the raised concepts of the case against it, was augured grammar correction with theoretical evidence and were typed in as one of the new proposals. As the results showed, whether or not grammar correction or feedback in writing classes for L2 learners should be applied depends on the purposes, levels, contexts, and others; most importantly, teachers, their qualifications and professionalism are the considered facts. They have to be flexible and rich in teaching experience because it seems like a sitting-on-the-fence situation, whereas bad effects or plausible outcomes are very likely choices. This review is only document-based. Hence, empirical conductance from many corners would be an option, and thorough investigations with lots of methods should be taken into account.