The Effects of a Grammar Error Correction Session on Language Learners’ Success

Fulda Karaazmak

Abstract


Error correction has a significant place in language teaching classrooms since language learning involves some kind of a trial and error process during which learners test their language related hypotheses. The present study sought to examine the effects of a grammar error correction session on 64 eleventh grade high school students’ success in a grammar test. The pre-test post-test quasi-experimental design involving the experimental and control groups was used in the study. In the data collection procedure, two parallel grammar tests were implemented to the learners. Results showed an increase in learners’ mean scores in the grammar test used as the post-test, which the learners took following the error correction session. However, the increase in the learners’ grades was not at a statistically significant level. The positive effects of the remedial error correction session were not explicit in the study.

Full Text:

PDF

References


References

Alshumaimeri, Y. A. (2015). Effective error correction in grammar classes: A students’ perspective. American International Journal of Contemporary Research, 5(6), 127-138.

Dawood, H. (2014). The impact of immediate grammatical error correction on senior English majors’ accuracy at Hebron University. International Journal of Foreign Language Teaching & Research, 2(7), 37-46.

Dekeyser, R.M. (1993). The effect of error correction in L2 grammar knowledge and oral proficiency. The Modern Language Journal, 77, 501-514.

Ellis, R., Loewen, S., & Erlam, R. (2006). Implicit and explicit corrective feedback and the acquisition of L2 grammar. SSLA, 28, 339-368.

Ferris, D. R. (2004). The grammar correction debate in L2 writing: Where are we, and where do we go from here? (and what do we do in the meantime . . .?) Journal of Second Language Writing 13, 49–62.

Gitsaki, C., Althobaiti, N. (2010). ESL teachers’ use of corrective feedback and its effect on learners’ uptake. The Journall of Asia TEFL, 7(1), 197-219.

Liao, M.C., & Wang, H.C. (2009). Perception differences of EFL teachers and students in grammar instruction and error correction. English Teaching and Learning, 101-146.

Lyster, R., Lightbown, P. M., & Spada, N. (1999). A response to Truscott’s what’s wrong with oral grammar correction. The Canadian Modern Language Review, 55(4), 457-467.

Özkan, Y. & Kesen, A. (2009). The third way in grammar instruction. Procedia Social and Behavioral Sciences, 1, 1931–1935.

Schulz, R.A. (1996). Focus on form in the foreign language classroom: Students’ and teachers’ views on error correction and the role of grammar. Foreign Language Annals, 29(3),343-364.

Schulz, R.A. (2001). Cultural differences in student and teacher perceptions concerning the role of grammar instruction and corrective feedback: USA-Colombia. The Modern Language Journal, 85, 244-258.

Truscott, J. (1996). The case against grammar correction in L2 writing classes. Language Learning, 46, 327-369.

Truscott, J. (1999). What’s wrong with oral grammar correction? The Canadian Modern Language Review. 55(4), 437-456.


Refbacks

  • There are currently no refbacks.


  Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

 

Copyright © 1986 - 2017 by World Council for Curriculum and Instruction (WCCI)
ISSN 1562-0506