Edited By Kevin Norley, Mehmet Ali Icbay and Hasan Arslan
Students’ Beliefs Concerning Written Error Correction
Abstract Teachers of English as a foreign language working at primary schools in Gostivar, Macedonia rarely correct their student’s written work. In fact, most of them provide their students with grades, an evaluation without giving them specific and appropriate feedback. Furthermore, they only cross out the wrong answers and hardly ever ask their students to understand the actual mistakes and improve their writing skills as far as accuracy and fluency are concerned. Therefore, it is necessary to investigate students’ beliefs concerning written error correction in order to raise the teachers’ awareness and guide them on how to approach their students’ written work. Specifically, the study aims to find out which method of error correction is the most preferred and valuable in the opinion of the students. In order to achieve this, the survey covered three primary schools in Gostivar, Macedonia that are: “Ismail Qemali”, “Goce Dellcev,” and “Vellazerim Bashkimi.” The target groups of this study were 165 pupils in the eighth and ninth grade at each school. The results will help the teachers to notice which methods are more useful and effective for their students and what kind of feedback to give as far as written work is concerned. In conclusion, the study will mirror how different communities rely and reflect differently on the same topic, in our case, written error correction.
Keywords: Written error correction, feedback, student’s beliefs, method.
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