The Influence of Error Correction of Written Grammatical Errors in Learning English Language

Abstract

This study is conducted to reveal how correcting grammatical written errors influence the mastery of writing skill of First-year student at University of Medea, and problems and preferences associated with error correction of written grammatical errors. The study included twenty (20) participants. The data were gathered from two questionnaires that were designed by the researchers, first was designed for twenty (20) Students and one for five (5) teachers in order to collect more information about the influence of correcting written grammatical errors on learning the English language and the problems and preferences associated with it. A simple percentage was used in the questionnaires analysis calculation. The results of the study revealed that the first problem associated with the correction of written grammatical errors of the mentioned category is that students depend only on the teachers’ correction (direct and in-direct) and neglect the other methods of error correction which are: peer correction and self-correction. The second problem is that students sometimes do not understand the teachers’ method of correction which makes them feel frustrated and demotivated. The last problem is that the students neglect peer correction because they feel embarrassed from each other. Based on the interpretation of the findings students prefer immediate correction with a detailed explanation of the grammar rules that is supported by examples. Additionally, they prefer moderate feedback from their teachers however Teachers prefer delayed correction. The data collected from the instruments also showed that the teachers’ correction effectively reduced the amount of written grammatical errors of first-year students. Because of the teachers’ correction, students rarely repeat the same written grammatical errors.