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ERIC Number: ED369287
Record Type: Non-Journal
Publication Date: 1994-Mar
Pages: 7
Abstractor: N/A
Reference Count: N/A
Feedback in L2 Writing.
Ihde, Thomas W.
Most research in feedback has not found significant differences in error correcting approaches for L2 writing. This paper reviews research on error correction approaches used by second language instructors and reports on a survey of 50 French and American instructors of English as a Second Language (ESL). Although research over the last 35 years suggested that no one particular approach to error correction has made a significant difference on students' ESL acquisition process, some textbooks for the training of ESL teachers continue to advocate one method over another. A comparison of error correction techniques among French and American ESL teachers found that no one approach was shared by the majority of Americans: 38 percent reported using circling, 33 percent symbols, and 24 percent editing, and 5 percent summary techniques. Nearly three-quarters of the French ESL teachers reported using symbols, while circling and editing accounted for 18 and 11 percent of the respondents, respectively. No French ESL teacher used summary methods. All of the American instructors claimed to ask their students to rewrite their work, whereas 22 percent of the French instructors did not. Other results and their implications are discussed. Contains 31 references. (MDM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A