This case study was explored to determine effective error-correction/feedback methods
for two ESL Korean children's writing (recounting task) in terms of accuracy, fluency
and attitudes. Three different error-correction methods - written comments focusing on
meaning by researcher (Case1), direct and global error-correction focusing on form by
researcher (Case2) and self-directed error-correction using check lists by subjects
(Case 3) - were applied over a period of 7 months. Thirty pieces of recount writing per
subject were collected (10 pieces per case) and analysed by structured criteria of
fluency and accuracy. Through participant observation, the subjects' changing attitudes
were recorded in notes and video tapes.
The results of the analysis showed that for Subject B, who was 7 years old and a more
advanced writer of English than Subject A, self-directed error-correction using check
lists (Case 3) was the most effective method in relation to both fluency and accuracy as
well as attitude. Yet, for Subject A who was 5 years old and an early beginner in her
writing, Case 1 seemed to be more effective in terms of fluency and attitude and Case 3
was likely to be more effective in terms of accuracy. In discussion, the method of error
correction / feedback, the issue of ownership in children's writing including errorcorrection
and the necessity of process writing were highlighted in the light of the
whole context of the case study.
| Identifer | oai:union.ndltd.org:ADTP/219098 |
| Date | January 1999 |
| Creators | Ko, Bo-Ai, n/a |
| Publisher | University of Canberra. Teacher Education |
| Source Sets | Australiasian Digital Theses Program |
| Language | English |
| Detected Language | English |
| Rights | ), Copyright Bo-Ai Ko |
Page generated in 0.0019 seconds