Abstract

The purpose of this study is to examine the effect of teachers' error feedback on ESL students' self-correction ability. One hundred and nineteen international students enrolled in ESL composition classes at Brigham Young University's English Language Center participated in this research. The participants were randomly assigned to three treatment groups: (1) a coded feedback group, (2) a non-coded feedback group, and (3) a no-feedback control group. All participants were asked to write an in-class essay and to self-correct their grammatical errors during 20-minute time period. A grammar test and attitudinal survey were administered at the same time.

Degree

MA

College and Department

Humanities; Linguistics and English Language

Rights

http://lib.byu.edu/about/copyright/

Date Submitted

2004-07-28

Document Type

Thesis

Handle

http://hdl.lib.byu.edu/1877/etd529

Keywords

TESOL, English, ESL, writing, feedback, teacher response, composition, error

Included in

Linguistics Commons

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