Teacher-initiated Learner Self-correction Strategy Of Academic Writing Wollega University In Focus

The major objective of this study was to investigate teacher -initiated learner selfcorrectingrnability in written composition of third year EFL students at WollegarnUniversity taking the course Advanced Composition. Specifically, the study aimedrnat finding out the extent to which the students can self-correct their written errors,rnthe strategies they use to process and handle the teacher's written feedback andrnrevise their texts, areas of ease and difficulty for them to self-correct, and theirrngeneral attitude to the technique.rnTo achieve these objectives, the necessary data were collected throughrncompos ition writing tasks, student questionnaire and teacher interview. Thernstudents (No. 25) i.e. 100% were made to write four compositions (two originalrnve rsions and two self-corrections or revisions). Finally they filled in arnquestionnaire and their instructor was interviewed.rnThe result of the essay writing revealed that the students successfully selfcorrectedrntheir composition errors. That is from a total of 1155 errors recorded prefeedbackrnon both sessions writing tasks, they managed to significantly reducernthese to 475 errors self-correcting 680 errors or 58.9% of the errors. This impliesrnthat self-correction and rewriting are worthwhile approaches to written errorrncorrection. Moreover, it was revealed that the students attended to most (93%) ofrnthe teacher's comments and suggestions in self-correcting and rewriting.rnThe result of student questionnaire similarly disclosed that they mostly usedrninternal resources like reading the feedback over and over and contextual clues tornprocess and understand the teacher's comments. They also reported having goodrninitiation and motivation for self-correction and revision. The teacher also notedrnthat he used teacher correction sometimes, peer correction most frequently andrnself correction rarely.rnFinally, it was concluded that self-correction is an indispensable means of dealingrnwith written errors and promoting writing autonomy in EFL classes. However, inrnorder to deal with or overcome the limitations of the technique, proper trainingrnand conscious-raising on its benefits and procedures are essential for thernstudents and teachers alike. Teachers are also advised to draw on differentrncO/Tection techniques (peer-con·ection, etc), depending on the nature of thernactivities and other s ituations, giving self-con·ection the first place in their minds.

Get Full Work

Report copyright infringement or plagiarism