Error Correction in Intermediate and Advanced ESL

Abstract

Error correction: treatment at intermediate and advanced ESL writing in this article suggests approaches that are effectively used in the language classroom teaching . Teacher may focus on direct and indirect (underline, circle, arrow, or question mark) error corrections, selective error—specific areas of error correction, peer feedback, and self-correction. Each has positive and negative reflection suitable for different levels of ESL students’ language competency. Error logs are advised, as a reminding correction. A study by Nettmann (1997)—learner-centered approach helps increase students’ motivation and competitiveness. Earlier, Semke (1991) analyzed an experimental group in a study of second language learners who received content-focus comments that became more fluent in writing than those who receive error correction. There is no a single “best approach” for error correction. Teacher must experiment with different approached dependent on the needs of students, and continue to use different error methods.