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.
College and Department
Humanities; Linguistics and English Language
BYU ScholarsArchive Citation
Hong, Youngju, "The Effect of Teachers' Error Feedback on International Students' Self-Correction Ability" (2004). Theses and Dissertations. 183.
TESOL, English, ESL, writing, feedback, teacher response, composition, error