How Effective are Students’ Self-Editing Endeavours? – Evidence from L2 Writing Tasks

Kasule, Daniel; Lunga, Violet Bridget

doi:10.20533/ijcdse.2042.6364.2010.0009

Cited by 2 publications

(1 citation statement)

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“…Also, new technologies aiming to reduce inter-dependence on EC in second language writing (see Li & Hegelheimer, 2013;Al-Wasy & Mahdi, 2016;Hojeij & Hurley, 2017) have been concentrating on the technique of self-editing because the advantages of this technique outweigh when compared to other methods. However, it is should be taken into consideration that self-editing necessitates competence in the grammar of the target language; therefore, if this method is desired for the university students, it is recommended that the method should be supported with computer based-programmes or the lecturer (Kasule & Lunga, 2010). University students may take the advantages of some research (e.g.…”

Section: Discussionmentioning

confidence: 99%

Determining Efficient Post-writing Activity for Error Correction: Self-editing, Peer review, or Teacher Feedback?

Demir

2021

PortaLin

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Writing in English has always been a formidable obstacle for learners; accordingly, many studies aimed to find not band-aid but complete solutions for learners to improve their writing proficiency. One of these solutions, largely thought to reduce language errors, is error correction. However, instructors seem to be alternating between different corrective feedbacks with the purpose of determining the most efficient one for their students. Previous research largely compared peer feedback and teacher correction and ignored self-editing. In this sense, this study investigated three error correction methods, namely self-editing, peer review, and teacher corrections. To achieve this, three student groups were created and each group, composed of 10 students, was tested with one method. Wilcoxon, Kruskal-Wallis, and Mann-Whitney U tests were employed for analyses and the results yielded significant differences in terms of all methods concerning comparisons of pre- and post-tests. On the other hand, the test to determine inter-group differences found significant results for the method of teacher correction. Furthermore, the most frequent linguistic errors in students’ writing were revealed. This research contributes to teaching pedagogy by comforting instructors regarding the efficiency of teacher correction and suggests instructors focus on particularly spelling, punctuation, and article to prompt writing development.

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Section: Discussionmentioning

confidence: 99%

Determining Efficient Post-writing Activity for Error Correction: Self-editing, Peer review, or Teacher Feedback?

Demir

2021

PortaLin

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Embracing Grammatical Diversity Among Multilingual Language Learners Across the Disciplines

Eckstein

2022

Advances in Religious and Cultural Studies

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The increasing presence of multilingual writers in higher education, particularly in North American educational contexts, makes it difficult for educators to assume that all students write proficiently in standard edited English. Yet, educators still tend to expect students to produce English texts that are highly polished and error free without necessarily providing much instruction or support. This mismatch between reality and expectation is difficult for educators to resolve without sufficient training or expertise. The present chapter offers some guidance by describing various multilingual writers and their language variation and development. The authors then present common ideologies held by educators or proposed by theorists that can prevent multilingual writers from getting necessary language support. The chapter then proffers several suggestions for embracing grammatical diversity and supporting legitimate language development in order to better align teachers' expectations with the reality of grammatical diversity in high education.

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How Effective are Students’ Self-Editing Endeavours? – Evidence from L2 Writing Tasks

Abstract: Abstract

Cited by 2 publications

References 34 publications

Determining Efficient Post-writing Activity for Error Correction: Self-editing, Peer review, or Teacher Feedback?

Determining Efficient Post-writing Activity for Error Correction: Self-editing, Peer review, or Teacher Feedback?

Embracing Grammatical Diversity Among Multilingual Language Learners Across the Disciplines

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