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ERIC Number: EJ1238804
Record Type: Journal
Publication Date: 2019
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1535-0517
EISSN: N/A
Developing Autonomous Self-Editors: An Alternative Approach to Written Corrective Feedback
Maamuujav, Undarmaa
CATESOL Journal, v31 n1 p13-28 2019
Written corrective feedback has been a long-standing practice among second language writing instructors, yet the efficacy of this practice for long-term development of students' writing remains uncertain. In the field of writing research, error correction in second language writing continues to be a topic of much controversy. While numerous studies have investigated the long-term effect of written corrective feedback, no consensus has been reached. Challenging the deep-rooted conviction that instructors' correction is beneficial, this article (a) argues that the role of a writing instructor is not to serve as an editor but to help students to become autonomous self-editors of their own work, and (b) proposes an alternative approach that is designed to develop students' self-editing skills. Through effective scaffolding and strategy training, writing instructors can develop in second language writers a habit of mind to critically read and edit their own work.
CATESOL. P.O. Box 9200-338, Fountain Valley, CA 92708. Tel: 714-907-4033; Fax: 888-832-0501; e-mail: catesoljournal@gmail.com; Web site: http://www.catesoljournal.org
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A