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1、ErrorCorrectioninSecondLanguageWriting:Teachers’Beliefs,Practices,andStudents’PreferencesVictorAlbertFrancisS.CorpuzSupervisors:LynetteMayAnnettePattersonQueenslandUniversityofTechnologyFacultyofEducationMasterofEducation(Research)September2011AbstractErrorcorrectioni
2、sperhapsthemostwidelyusedmethodforrespondingtostudentwriting.Whilevariousstudieshaveinvestigatedtheeffectivenessofprovidingerrorcorrection,therehasbeenrelativelylittleresearchincorporatingteachers’beliefs,practices,andstudents’preferencesinwrittenerrorcorrection.Thecu
3、rrentstudyadoptedfeaturesofanethnographicresearchdesigninordertoexplorethebeliefsandpracticesofESLteachers,andinvestigatethepreferencesofL2studentsregardingwrittenerrorcorrectioninthecontextofalanguageinstitutesituatedintheBrisbanemetropolitandistrict.Inthisstudy,twoE
4、SLteachersandtwogroupsofadultintermediateL2studentswereinterviewedandobserved.Thebeliefsandpracticesoftheteacherswereelicitedthroughinterviewsandclassroomobservations.ThepreferencesofL2studentswereelicitedthroughfocusgroupinterviews.Responsesoftheparticipantswereencod
5、edandanalysed.Resultsoftheteacherinterviewsshowedthatteachersbelievethatprovidingwrittenerrorcorrectionhasadvantagesanddisadvantages.Teachersbelievethatprovidingwrittenerrorcorrectionhelpsstudentsimprovetheirproof-readingskillsinordertorevisetheirwritingmoreefficientl
6、y.However,resultsalsoindicatethatprovidingwrittenerrorcorrectionisverytimeconsuming.Furthermore,teachersprefertoprovideexplicitwrittenfeedbackstrategiesduringtheearlystagesofthelanguagecourse,andmovetoamoreimplicitstrategyofprovidingwrittenerrorcorrectioninordertofaci
7、litatelanguagelearning.Ontheotherhand,resultsofthefocusgroupinterviewssuggestthatstudentsregardtheirteachers’practiceofwrittenerrorcorrectionasimportantinhelpingthemlocatetheirerrorsandrevisetheirwriting.However,studentsalsofeelthattheprocessofprovidingwrittenerrorcor
8、rectionistimeconsuming.Nevertheless,studentswantandexpecttheirteacherstoprovidewrittenfeedbackbecausetheybelievethatthebenef
