초록 열기/닫기 버튼
Error correction has been heatedly debated over its effectiveness in writing instruction. Some L2 writing scholars argue that error correction is time-consuming and not helpful for learners to improve their writing competence. Others claim that carefully designed feedback can be meaningful, contextualized, and responsive to student needs. This study was to examine progress or changes that learners made in handling local errors in writing, such as language use, lexicon, or sentence structure. Twenty-three primary school teachers participated in this study where they were asked to keep error logs, as a pedagogical approach, after receiving teacher feedback. I investigated error types and changes over the course of the training. The findings indicated that the learners showed their noticeable frequency of errors in sentence structure, noun endings, articles, mechanics, prepositions, SV agreement, and word choice. The number of errors was reduced as the learners managed them through the error logs.
