Peer Correction Research Articles

Implementing Error Correction Strategies to Enhance Arts & Science College Students’ Writing Skills

The purpose of the study is to implement error correction strategies to enhance arts & Science college students’ writing skills. Participants of the study were final year students of UG and PG from Dhanalakshmi Srinivasan Arts and Science College for Women, Perambalur. An Online Google form and a survey questionnaire were administered in this study to collect data. Five point likert scale was incorporated in the questionnaire. Respondent’s size is two hundred and seventeen (217) female students. The problem statement of the study is that the female students of Arts and Science College struggle to frame a correct sentence with proper sentence structure. They are unable to frame a sentence with complete meaning. The hypothesis of the study is to enhance the arts and science female students' writing skills through the gallery walk technique and three error correction techniques. The objectives of the study are i) to enhance the writing skills of arts and science college female students, ii) To develop the ability of students to understand the importance of sentence making, iii) To bring awareness about the gallery walk technique, self, peer, and teacher correction, and its benefits. The research questions are i) Will the students develop their writing skills through self-correction, peer-correction, and teacher-correction strategies? ii) Will students enhance sentence structure and sentence pattern through the gallery walk technique? iii) Will students improve their language proficiency through texts and images? The collaborative theory is utilized in this study. The findings of the study are that through gallery walk and self-correction, peer-correction, and teacher-correction strategies, students have shown involvement and improvement.

How concepts are understood – online collaborative work and corpus data

The present study examines the engagement of Polish university students of English and American university non-language majors in a virtual exchange within the TAPP project within a semester of their studies in the year 2019 aimed at achieving the clarification of the senses of colloquial language as well as terminological yeanings the American students use in their written works. The paper discusses the concepts of broad meaning and linguistic naturalness and introduces a cognitive linguistic interpretation of interlanguage commensurability in translation. The materials researched in the present paper include samples of the students’ online queries, peer correction, supplemented by a presentation of those lexical forms which needed further lexicographic and corpus data consultation.

Oral Corrective Feedback: Kurdish EFL Students’ Preferences and Attitudes

The present study aimed to assess the learners’ attitudes and preferences concerning the provision of Oral Corrective Feedback (OCF) for effective learning of a second language. The study utilized a sample of 51 Kurdish EFL undergraduates as respondents. For this purpose, the data were collected using an attitudinal questionnaire. Therefore, since the collected data were numeric, they were subjected to quantitative analysis. Then for a clearer understanding of the participants’ responses, the collected data were analyzed in percentage using SPSS. The findings figured out that most participants showed positive attitudes towards OCF and regarded it as an effective tool for better learning. It is also discovered that many of them prefer the teacher to provide the correction rather than self or peer correction. In terms of the timing, it is indicated that a significant number of participants chose to be corrected after they are being finished with the speech. Regarding the types of OCF, the study established that the participants were in preference of explicit correction rather than implicit strategies, which is surprising.

EFL Learners’ Preferences and Emotions about Oral Corrective Feedback at Secondary Education in Turkey: Are There Gender and Grade-level Differences?

Oral corrective feedback has attracted the attention of EFL teachers and researchers in recent decades. The current study aims to investigate EFL learners’ preferences and emotions about oral corrective feedback with a specific focus on gender and grade level at secondary education in Turkey. Quantitative research methods were used to reveal the findings. 664 EFL learners participated in the study at two different state high schools in Ankara, Turkey. Mann-Whitney U and Kruskal-Wallis tests were used to investigate the OCF preferences of EFL high school learners. It was revealed that more than half of the high school EFL learners worried about making mistakes in the classroom; however, the majority of the learners agreed on the necessity of receiving OCF and they had positive feelings for being given immediate feedback by their teachers. Regardless of gender and grade level, EFL learners had a higher preference for ‘self-correction’. Females preferred ‘metalinguistic clues’ as the first choice and ‘peer correction’ as the last choice among the OCF types whereas males prefer ‘peer correction’ as the first, but ‘metalinguistic clues’ as the last choice. Among the grade levels, 10th-grade level learners have more concerns about making mistakes and these learners prefer ‘clarification request’ and ‘repetition of error’ a lot more than the 9th-grade level learners.

Peer Correction Technique in Encouraging the Indonesian EFL Learners to Write Compositions

In writing an essay, a writer is demanded to consider several essential aspects of writing. They are mechanics, contents, coherence, organization, grammar, and vocabulary (Harmer, 2001, p. 88). Because of these demands on writing an essay, learners who are training their writing skills may face various problems in the process of writing an essay. Moreover, it is important to notice that many ESL students consider writing as hard and become suspicious when faced with writing assignments; thus, they often refuse to take time to write (Rankin-Brown, 2006). This research aims to discover how peer correction helps students find and reduce their mistakes in composing a recount text. This research used a quasi-experimental method. The population was the students of senior high school in Sidrap regency, Indonesia. The total population was 178 students from seven classes, and this research assigned two groups, namely experimental and control groups. The sample was selected by using a cluster random sampling technique. This research found that the students experienced some difficulties in arranging paragraphs and using grammar. They made many mistakes in their writings in terms of grammar, diction, coherence, organization, and they also lacked vocabulary. The problem is that they did not realize or do not know the mistakes that they have produced. By applying the peer correction technique, the students may experience the four elements in the writing process. The peer correction technique will facilitate the students to know either the strengths and the weaknesses they have made. This technique also helps them identify what was missing from their drafts so they can make corrections, revisions, and improvements to their writings. In addition, students with their partners could exchange their writing to verify the organization in writing. The research concluded that using peer correction technique is sufficient to reduce the students' mistakes in writing recount text of senior high school students in Sidrap, Indonesia.

A PORTRAITURE OF TEACHING TECHNIQUES AND VALUES PROPOSED IN DEAD POETS SOCIETY A MOVIE BY PETER WEIR

Dead Poets Society is a movie about teaching techniques and values that are applicable to teachers and students. The objectives of the research are to describe the teaching techniques and educational values proposed in this movie. This research uses a descriptive qualitative design. The data is obtained from the dialogues and events identified from the Dead Poets' Society movie, especially about teaching techniques and values. The researchers are the main players in this research who plan, collect, analyze, and report the data. Some activities were conducted to collect the data, namely: watching the movie, finding teaching techniques in the movie, classifying and writing the teaching techniques found; and coding the data. There are some teaching techniques and values found in this movie. They are, respectively, authentic material, reading aloud, questions and answers, positive suggestions, peer correction, graphic organizer, paragraph writing, role play, and creative adaptation. Meanwhile, there are some educational values reflected in this movie. They are religion (religosity), respect, responsibility, obedience, discipline, confidence, hard work, daring to take a risk, and politeness.

GETTING STUDENTS ACTIVELY INVOLVED USING THE ‘MISTAKE BUSTER TECHNIQUE” TO IMPROVE THEIR NARRATIVE ESSAY

Checking higher Intermediate 2 level students’ narrative essay, an idea to get the students actively involved in improving their narrative essay came up. It could not be by just giving the score and gave it back to them. The mistakes can fossilize. So, the “Mistake Buster Technique” was applied. First, the students applied the “Mistake Buster Technique” by doing peer correction to their narrative essay in their first writing. Second, they used the Mistake Buster Technique” to find and correct the “unidentified mistakes” from their peer correction activity. Their first writing was used as the pretest, while the posttest was taken from their first periodic test. Based on the data analysis, the results of the pretest mean score is 15.48, and the posttest is 17.14. The mean difference is 0.004. The result showed that the ‘Mistake Buster Technique” significantly improves students’ narrative essay. It also minimized students’ grammatical errors. It was indicated by their grammar pretest mean score 3.36 that improved to 5.00 in their grammar posttest mean score. In additional, this technique allows the students to communicate with their peer in identifying and correcting the mistakes. Another benefit is they can collaboratively identify the possible mistakes themselves. It is a creative activity for the students to take over the role of correcting mistakes. Switching the role of the "mistake corrector" can be used to reinforce their critical thinking and problem solving.   In short, the” Mistake Buster Technique” is very effective and useful to correct their mistakes.

GETTING STUDENTS ACTIVELY INVOLVED USING THE ‘MISTAKE BUSTER TECHNIQUE” TO IMPROVE THEIR NARRATIVE ESSAY

Checking higher Intermediate 2 level students’ narrative essay, an idea to get the students actively involved in improving their narrative essay came up. It could not be by just giving the score and gave it back to them. The mistakes can fossilize. So, the “Mistake Buster Technique” was applied. First, the students applied the “Mistake Buster Technique” by doing peer correction to their narrative essay in their first writing. Second, they used the Mistake Buster Technique” to find and correct the “unidentified mistakes” from their peer correction activity. Their first writing was used as the pretest, while the posttest was taken from their first periodic test. Based on the data analysis, the results of the pretest mean score is 15.48, and the posttest is 17.14. The mean difference is 0.004. The result showed that the ‘Mistake Buster Technique” significantly improves students’ narrative essay. It also minimized students’ grammatical errors. It was indicated by their grammar pretest mean score 3.36 that improved to 5.00 in their grammar posttest mean score. In additional, this technique allows the students to communicate with their peer in identifying and correcting the mistakes. Another benefit is they can collaboratively identify the possible mistakes themselves. It is a creative activity for the students to take over the role of correcting mistakes. Switching the role of the "mistake corrector" can be used to reinforce their critical thinking and problem solving. In short, the” Mistake Buster Technique” is very effective and useful to correct their mistakes.

Targets and Sources of Oral Corrective Feedback in English as a Foreign Language Classrooms: Are Students' and Teachers' Beliefs Aligned?

Recent decades have witnessed extensive research focusing on oral corrective feedback (CF), a key aspect of English as a second/foreign language (ESL/EFL) learning and teaching, but relatively little research has examined the relationship between learner and teacher beliefs about CF. The study reported in this article investigated the relationship between teacher and learner beliefs regarding the optimal targets and sources of CF in Vietnamese secondary EFL contexts. Data which were collected at four Vietnamese public high schools included questionnaires completed by 250 students, interviews with 15 of them, and interviews with 24 teachers. The findings showed that the students were happy to receive CF to all types of errors, including less important errors such as those not influencing their communicative success. The teachers were generally more selective in their choices of error types, but they sometimes faced some tensions between their overall teaching objective and the students' practical needs to learn the material that would be tested in subsequent exams. Regarding CF sources, the students preferred teacher correction to self-correction or peer correction although they believed that self-correction was effective for their learning and wished their teachers would provide them with training on how to conduct peer correction and self-correction. The teachers also thought that it was part of their role to be the main CF providers to ensure the accuracy of classroom feedback. Some teachers were skeptical about their students' ability to provide peer CF. Pedagogical implications are discussed.

DEVELOPING A TEACHING-LEARNING MODEL TO ENHANCE AUTONOMOUS PTKIN LEARNERS

The study intends to develop a teaching model to foster Indonesian students to be autonomous learners. The study is participatory action research with a mixed method. The research subjects were English department students of State Islamic Institute (IAIN) Tulungagung and IAIN Kediri taking Writing 1. The instrument was adapted from an established mechanism to meet the purpose of the study. The researcher analyzed the Quantitative data through correlated t-test, repeated measure ANOVA, and thematic content analysis. There were eight stages in the survey: identifying needs, setting goals, planning to learn, selecting resources, selecting learning strategies, practice, monitoring progress, and assessment and revision. These all stages were designed and determined together by the teachers and students. The results reveal that there are four main stages to enhance the students' autonomy in writing. The first is freewriting, in which the students wrote a paragraph freely on any topic they liked. Having finished this first draft, they were to self-check their work based on some criteria provided. The second is peer correction, in which they exchanged their work with their peers (peer correction) to gain some suggestion, discipline, and comments. The third is edited free-writing. Having got some advice, revision, and comments from peers, they started to revise their work. The last is the final copy. In this stage, they were to have a final self-check. Statistical analysis also reveals that this strategy significantly increases the students' learning autonomy

Teachers’ Beliefs about the Impact of Students’ Peer Correction at Post-Writing Stage on Letter Writing

This paper reports a descriptive study to examine English as a Foreign Language (EFL) teachers beliefs about the impact of students’ peer correction at the post-writing stage (PWS) on students’ writing performance in letter writing. This paper draws on data collected as part of a larger project including questionnaire and semi-interviews. The findings reveal that teachers held positive beliefs about the impact of students’ peer correction on students’ letter writing performance. Implications for practical applications of students’ peer correction are also presented.

Value for Correction: Documenting Perceptions about Peer Correction of Misinformation on Social Media in the Context of COVID-19

Although correction is often suggested as a tool against misinformation, and empirical research suggests it can be an effective one, we know little about how people perceive the act of correcting people on social media. This study measures such perceptions in the context of the onset of the COVID-19 pandemic in 2020, introducing the concept of value for correction. We find that value for correction on social media is relatively strong and widespread, with no differences by partisanship or gender. Neither those who engage in correction themselves nor those witnessing the correction of others have higher value for correction. Witnessing correction, on the other hand, is associated with lower concerns about negative consequences of correction, whereas engaging in correction is not.

An Analysis on Students’ Ability in Using Compound-Complex Sentences in Writing a Short Essay

The purpose of the research is to figure out the students’ ability in constructing compound-complex sentence in essays writing. The design used in this research is descriptive research with second year students of English language educational program of UNP as the research population. There were 30 students taken as the sample selected by using cluster sampling technique in K5-2018 class. The data were collected through documents of students’ essay writing. The essays were analyzed by the researcher, and it was revised by a valuator and two raters as the validity and reliability of this research. They are the lecturers of English department at UniversitasNegeri Padang. The finding shows that the ability of students in writing compound-complex sentence is in the level of good with the average percentage 79.18%. Most students generally can make compound-complex sentences in their essays writing, but they have problems in: 1) incorrect use of punctuation, especially comma, 2) lacks a subject or a verb in the compound-complex sentence. Therefore, an intensive attention should be given by the lecturer to facilitate the students to practice both writing and grammar by using peer correction.

An On-line Questionnaire Survey on Students’ Views and Teachers’ Practices in Corrective Feedback in Teaching Chinese to Speakers of Other Languages

By conducting an on-line questionnaire survey, the article compared 97 international students’ views with 23 Chinese teachers’ practices on 8 issues in corrective feedback (CF) in teaching Chinese to speakers of other languages (TCSOL). Results revealed that students’ views and teachers’ practices conformed to each other in cognition of committing verbal errors, and in whether to correct; that they were mostly incongruent with each other in what to correct; that they were congruent with each other in peer correction, but not in teachers’ correction or self-correction; that they coincided with each other in indirect correction, but not in direct one, nor in immediate correction or the maximum correction frequency in one class; and that CF mainly generated positive psychological effects and better learning on students, but its pedagogical efficacy was not evidently approved by the teachers. This research aimed at gaining a deeper insight into the effectiveness of CF in TCSOL to improve the quality of TCSOL.

Exploring EFL Teaching and Learning Processes in Two Undergraduate Mandatory Courses

This multiple case study explored the influence of English teachers’ methodological practices over undergraduate students’ learning processes in two English as a foreign language mandatory courses for different majors, at Universidad de Pamplona (Colombia). Data were gathered through non-participant observations, field notes, stimulated recall interviews, and semistructured interviews. Findings revealed that teacher-centeredness, the grammar-translation and audiolingual methods dominated the lessons; textbook-oriented classes with an emphasis on listening and writing characterized the courses; teacher and peer correction were encouraged; and classroom tasks and evaluation mostly focused on grammar and vocabulary. Although teachers had methodological practices, these influenced students’ learning processes differently.

Peer Correction with Symbols at Secondary Level

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FOSTERING LANGUAGE LEARNER AUTONOMY THROUGH INTERDEPENDENCE: THE POWER OF WIKIS

The present study reports on a collaborative writing project initiated and completed by 18 Iranian English language learners enrolled in an online writing course. Using a wiki as the core element of the project, the aim of the course was fostering learner autonomy in online settings based on the collaborative autonomous language learning framework proposed by Kessler and Bikowski (2010). The outcome of collaborative writing project was a text created in a wiki, which was manually analyzed from the very beginning of writing to the final revisions and reflections to find autonomous alterations made by student writers. The findings of the study revealed student-writers’ autonomous contributions in the form of alterations to the text which were accomplished interdependently with peers through alterations such as commenting as an instance of scaffolding to reach a shared goal. Other types of autonomous alterations such as adding new information; deleting existing information; correction of information; clarification; synthesis; and reflection were observed in the final product. Frequent occurrence of peer correction with regard to content and form was a discriminating finding of the current study. Also, despite the initial goal which was completion of the project exclusively by learners, teacher intervention was witnessed throughout the process. To study the role of teacher in depth, a semi-structured interview about the roles of a teacher in a collaborative autonomous learning was conducted. The data from the interview went through a manual thematic analysis to find the themes related to the learners’ perceptions of teacher’s roles. The findings revealed a need for a teacher as a facilitator and resource, which highlighted students’ demands for motivation and content knowledge from teacher in an autonomous contribution to completing a collaborative project.

The Relationship Between Language Mindsets and Feedback Preferences in L2 Writings of EFL Learners

The present study intended to investigate intermediate Iranian EFL learners’ language mindsets and examine the possible relationships between language mindsets and feedback preferences in L2 writing. To achieve these aims, 150 EFL volunteer learners were recruited from several language institutes in Isfahan, Iran, and their language proficiency level was determined through a proficiency test. The learners were then given the Language Mindsets Questionnaire and the Feedback Preferences Scale to fill out. Frequency counts, mean scores, one-sample t-tests, and SEM in Smart PLS were employed to analyze the collected data. The results of the study indicated that for the three subcomponents of the mindsets questionnaire (i.e., general language intelligence beliefs, second language aptitude beliefs, and age sensitivity beliefs about language learning), the learners did not agree (though not significantly) with the entity items, while they expressed significant agreement with the incremental items. The SEM results also revealed that the model (examining the relationship between entity/incremental mindsets and feedback preferences) indicated that entity mindsets were a significant predictor of feedback preferences, yet the incremental mindsets failed to do so. Among the feedback types, EFL learners’ preferences, in a deductive order, were found to be for commentary and conferencing significantly, and then for peer correction, prompts, self-correction to a non-significant extent. The significance of the obtained results are presented and the implications of the study are enumerated.

Effects of Automatic Speech Recognition Software on Pronunciation for Adults With Different Learning Styles

This study investigated how learning styles (visual/verbal) and the use of Automatic Speech Recognition (ASR) software affect English as a Second Language adult learners’ improvement during a 12-week course focusing on pronunciation. In the control group (n = 28), the teacher corrected and gave feedback on the adult learners’ pronunciation; experimental group 1 (n = 33) used dictation ASR along with peers’ correction; and experimental group 2 (n = 31) used dictation ASR alone. Their pre- and post-tests on pronunciation in reading tasks and live conversation were analyzed with their learning styles taken into account, using 2-way ANCOVA. The results suggest that learning styles made a significant difference in the pronunciation performance of the reading task in all groups. Visual style learners outperformed verbal style learners in the reading task. The combination of ASR and peer correction yielded the highest improvement in both reading tasks and live conversation.

Students’ Perception On Peer Correction For Academic Writing Performance

Peer correction has taken an important role in language teaching and learning as in contribution to motivate the performance of L2 learners in writing classroom. Peer correction encourages the development of autonomous learning due to teachers' review that took over-dependence thus lowered the students' initiative. However, the previous studies show that many teachers are still doubting the effectiveness of peer correction because of students' lack of knowledge and unable to assist other students. The current study investigated the writing performance of English L2 learners who either provided or received written peer correction in the context of academic writing tasks. Fifteen participants enrolled in English Education Department in Universitas Sebelas Maret who are attending writing class were given a rubric to both reviews other students' writing tasks and receive peer feedback. Besides, we investigated whether students' peer correction perceptions influenced their writing performance. Results expect the use of peer correction to increase their writing motivation, self-regulated reflection, bidirectional communication, and deeper critical thinking. This study expects to provide a clear finding of the efficiency of peer correction in improving students' academic writing and can be useful to be implemented in writing class for English L2 learners.