An investigation into effective error correction techniques used in writing classes at nguyen hue high school in hue city

TABLE OF CONTENTS Content Page SUB-COVER PAGE STATEMENTS OF THE AUTHORSHIP ACKNOWLEDGEMENTS TABLE OF CONTENTS LIST OF TABLES LIST OF FIGURES ABSTRACT .5 Chapter 1: INTRODUCTION 1.1 RATIONALE 1.2 JUSTIFICATION OF THE STUDY .8 1.3 AIM AND OBJECTIVES OF THE STUDY 1.3.1 Aims of the Study .9 1.3.2 Objectives of the study .9 1.4 SCOPE OF THE STUDY 1.5 RESEARCH QUESTIONS 10 1.6 THE ORGANIZATION OF THE STUDY 10 CHAPTER 2: LITERATURE REVIEW 12 2.1 INTRODUCTION 12 2.2 THEORETICAL BACKGROUND .12 2.2.1 Definition of error 12 2.2.2 Error and Mistake 13 2.2.3 Types of errors 14 2.2.4 Causes of making errors 19 2.2.5 Teachers‟ and students‟ roles in error correction 24 2.2.6 Errors correction 26 2.2.7 Correction techniques .32 2.3 SUMMARY 33 Chapter 3: METHODOLOGY 34 3.1 INTRODUCTION 34 3.2 THE SUBJECT 34 3.3 THE INSTRUMENT .34 3.4 DATA COLLECTION METHODS 35 3.3.1 Direct interview 35 3.3.2 Questionnaires 35 3.5 DATA ANALYSIS .36 3.6 SUMMARY 37 Chapter 4: FINDINGS AND DISCUSSIONS 38 4.1 INTRODUCTION 38 4.2 DATA ANALYSIS OF STUDENT‟S SURVEY QUESTIONNAIRE 38 4.2.1 The frequency of making errors in students‟ writing .38 4.2.2 The common errors students make in their writing 39 4.2.3 The difficulties with students‟ English writing .40 4.2.4 The necessity to correct students‟ written errors 41 4.2.5 The satisfaction of students in their teacher‟s correction techniques .42 4.2.6 The techniques that teacher often use to correct students‟ written errors 43 4.2.7 Techniques students want their teacher to correct their errors .43 4.2.8 The types of correction techniques that students like 44 4.2.9 The means of self – correction students often use 45 4.2.10 The frequency of using of pair / group work in peer correction 45 4.2.11 The frequency of teacher correction used in students‟ written errors 46 4.2.12 The frequency of peer correction used in students‟ written errors .47 4.2.13 The frequency of self - correction used in students‟ errors 47 4.2.14 The usefulness of the current technique that teachers use to correct students‟ errors 48 4.2.15 The most effective technique to correct written errors 48 4.3 DATA ANALYSIS OF TEACHER‟S SURVEY QUESTIONNAIRE 49 4.3.1 The frequency that students make errors 49 4.3.2 The common errors students make in students‟ writing 49 4.3.3 The difficulties that students have with their English writing .50 4.3.4 The written errors should be given priority in correction 51 4.3.5 The necessary for teacher to give written errors correction 51 4.3.6 The common techniques 51 4.3.7 The frequency of using of pair / group work in peer correction 52 4.3.8 The frequency of using correction techniques in student‟s written errors 53 4.3.9 The helpful of teacher‟s current written error correction .54 4.3.10 The most effective technique to correct written errors 54 4.4 FINDINGS AND DISCUSSION 54 4.5 SUMMARY 60 Chapter 5: CONCLUSION 61 5.1 CONCLUSION 61 5.3 THE RESULTS OF THE STUDY 62 5.3 IMPLICATIONS 64 5.4 LIMITATIONS AND SUGGESTIONS FOR FURTHER STUDIES .64 5.5 SUMMARY 65 REFERENCES 66 APPENDICES LIST OF TABLES Tables Page Table 4.1: Common errors students make in their writing .39 Table 4.2: The techniques teacher use to correct their students‟ errors 52 Table 4.3: The frequency of correction techniques used in student‟s written errors 53 LIST OF FIGURES Figures Page Figure 4.1: The frequency of making errors in students‟ writing .38 Figure 4.2: The difficulties with students‟ english writing 40 Figure 4.3: The necessity to correct students‟ written errors 41 Figure 4.4: The satisfaction of students in their teacher‟s correction techniques .42 Figure 4.6: Techniques students want their teacher to correct their errors .43 Figure 4.7: Types of correction techniques that students like 44 Figure 4.8: Means of self – correction students often use 45 Figure 4.9: The frequency of using of pair / group work in peer correction 45 Figure 4.10: Frequency of teacher correction used students‟ written errors 46 Figure 4.11: Frequency of peer correction used students‟ written errors 47 Figure 4.12: The frequency of self - correction used in students‟ written errors .47 Figure 4.13: Usefulness of the current technique to correct students‟ errors 48 Figure 4.14: Most effective technique to correct written errors .48 Figure 4.15: Common errors students make in students‟ writing .49 Figure 4.16: Difficulties that students have with their english writing 50 Figure 4.17: The written errors should be given priority in correction 51 Figure 4.18: Frequency of using of pair / group work in peer correction 52 Figure 4.19: The helpful of teacher‟s current written error correction .54 ABSTRACT Many language educators and researchers claim that matching the expectations of teachers and students is important for successful language learning Accordingly, it is beneficial for teachers to discover their students‟ written errors and teacher‟s techniques to correct student‟s errors This study investigates the effective errors correction techniques in writing classes at Nguyen Hue high school in Hue city The participants included 15 teachers of English and 100 students in Grade 11 The data were collected from survey questionnaires for students and the interview for teachers The results show that there is a slight mismatch between students‟ ideas and teacher‟s various features of writing, in term of error correction techniques Also, it is important for teachers to be aware of the impact of their correction techniques in their students‟ writing On this basis, the study recommends a number of directions for teachers to help them improve their techniques to correct writing mistakes more effectively Chapter INTRODUCTION 1.1 RATIONALE Nowadays, English is more common It is a widespread and important language in the world English is seen as a connection which is used to be connected many different countries all over the world English has become a second language which is taught in most classes in any levels in Vietnam It is one of the most indispensable subjects in a learners‟ semester Writing is one of the four main skills in learning English; writing is one of the most challenging skills to the learners If the learners want to write effectively, it demands a good grammar, vocabulary and structure Writing skill is seen as language skill which is most difficult because it requires profound perception and involves thinking process and requires a good understanding on grammar and structures For many English learners learning to write fluently in English is much more challenging than learning to speak fluently Even for advanced level learners, written communications can come much slower in English than spoken communications There are a number of reasons for this: written communication is more formal; spoken communication allows for more 'mistakes'; less reflection goes into spoken English than written English; expectations are much higher for formal written English Among writing, reading, speaking and listening in English, writing is the most complex aspect but it is a crucial skill for students to learn Students who have the ability and competency in writing English will be able to express themselves effectively The ability to write effectively in English is becoming increasingly important in our global community as communication across language becomes ever more essential But writing is a complex process which demands cognitive analysis and linguistic synthesis It is even harder to learn to write in a foreign language, and it takes considerable time and effort to become an adept writer Therefore, many learners find it hard to express their ideas in English because they have not enough vocabularies resource, not know clearly or correct the grammar construction (structures) The learners often feel worried about their writing Most of them are not self-confident in writing Because the learners often write or translate anything they want to write from Vietnamese to English word by word, they not have enough grammar structures to write a right sentence in English Writing in some classes in Viet Nam is a challenge with both the learners and the teachers The language in writing is often formal; the learners will have some trouble with their writing and they often use the normal ways in speaking to write This leads to some errors in their writing, so they are usually afraid and feel confused when writing Furthermore, I this research with the purpose of finding what factors that cause the errors in writing and find out the useful way to overcome those errors The errors that students make in high school will cause the reasons why they always make it in upper classes or the college According to Bartle (2007), a few of the common errors in writing hinder good communication I hope that by knowing and understanding the students‟ errors, it is expected that teachers are able to improve their teaching skill and the instructional process and I also suggest some appropriate ways (teaching methods) for English teachers to correct written errors effectively and the learners will find out the best way to write well without any errors 1.2 JUSTIFICATION OF THE STUDY I hope the completed study will be able to help our students reducing errors in their English writings Besides, the study may change negative attitudes of some teachers toward students‟ errors and make them notice the importance of error correction in teaching processes 1.3 AIM AND OBJECTIVES OF THE STUDY 1.3.1 Aims of the Study This research is designed to explore students‟ written errors and their teacher‟s written correction techniques of grade 11 at Nguyen Hue high school in Hue city 1.3.2 Objectives of the study The study is expected to achieve the three primary aims: - to investigate the students‟ errors in writing classes - to investigate the techniques that the teacher use to correct their student‟s errors in writing - to find out which techniques are effective for both the teacher and students in correcting the written errors as well as to propose some recommendations and suggestions for the teachers to improve their correction techniques in correcting their students‟ errors in writing classes 1.4 SCOPE OF THE STUDY In this research, I would like to focus on the use of the correction techniques in writing classes at grade 11 The environment for the study is at Nguyen Hue high school in Hue city I would like to mention the non English major students and the reasons why I chose this grade are these students are suitable for me to the research Because students in grade 10th are new students in high school, they will have made many errors and they are still young so that the making of research many this kind of students will not have enough information for errors and error correction Grade 12th students are those who are getting prepared for their graduated examination and the entrance exam to university, so they will have not enough time to answer the questionnaires for this study This is the reason why I choose grade 11th students to be the participants in my research The research is carried out with the hope that the results of the study will provide significant insights into both what teachers have actually done in the use of the correction techniques in writing for their students This may lead to suggestions for improving teacher‟s written correction techniques and helping the students to utilize it more successfully in their writing 1.5 RESEARCH QUESTIONS With the aims and objectives of the study, we try to seek the answers to the following questions: What are the common errors in English writing committed by the eleventh form students at Nguyen Hue high schools in Hue city? What kinds of correction techniques does the teacher often use to correct students‟ written errors? What are effective techniques for writing correction? 1.6 THE ORGANIZATION OF THE STUDY The thesis consists of five chapters: Chapter 1: Introduction In this chapter, we would present the rationale for choosing the area for studying, the objectives, the significance, the scope and the research questions The organization is also included here to serve as an outline of the study Chapter 2: Literature Review This chapter concerns the theoretical background with some previous studies, the definitions of key terms and the techniques used to correct errors used in this research 10 4.3.9 The helpful of teacher’s current written error correction 53.3% 46.7% Really effective Effective Figure 4.19: The helpful of teacher’s current written error correction This figure shows that most teachers in 15 teachers chose that their correction techniques are really effective with 53.3% and other teachers chose with the answer “effective” about 46.7% This means the correction techniques that teacher chose is useful for both teacher and students in writing Furthermore, the date collected from the interview also give the agree of teacher‟ error correction is effective Beside that, the combination between two error correction techniques (self correction and peer correction) caused the effective result for his / her teaching and students‟ learning 4.3.10 The most effective technique to correct written errors In this question (Questionnaire A – Q.14), with the data I collected that 100% teachers chose the answer D (peer - self correction) as the most effective technique for errors correction 4.4 FINDINGS AND DISCUSSION This section presents the answers to the research questions proposed at the beginning of the thesis Research question 1: What are the common errors in English writing committed by the eleventh form students at Nguyen Hue high schools in Hue city? 54 Similar to a number of researchers who support the important role of correction techniques in writing, the teachers in this study approved the important roles of correction techniques as an effective means in teaching and learning writing skill As far as their concerns, they stated that they responded to each of their students‟ written works quite often The teachers‟ main purpose of giving correction techniques to the students‟ writing was that it helped students to improve the quality of their papers This purpose is relevant to the most important function of teacher correction techniques for writing improvement Most of the teachers also used correction techniques as a means to justify the grade given to the student writing In addition, the teachers tended to equate their concentration to various features of writing such as pointing out errors in grammar, in spelling, vocabulary choice, making comment on the organization and the ideas expressed, but less on punctuation This means the teachers focused on both form and content when responding to students‟ writing In terms of common errors in English writing, the results indicated that the both students and teachers often chose the answer “grammar” as the most answer for the error that students make in their writing in the table 4.1 with 51% answer for “grammar” by students and in Figure 4.15 for teacher‟s answer with 46.7% However, all of the teachers indicated students‟ errors clearly and specifically and combined the different errors correction techniques, which help most of the students with low English proficiency to find out their errors easily and make greater effort for better writing Besides, errors are often made with 100% of teachers agreeing other point and 50% for students Besides, the errors such as spelling, vocabulary or other errors are sometimes made in students‟ writing In this study, the frequency of making errors showed that students often made errors and had different difficulties in writing 55 Regarding students‟ written errors, most of the teachers often tried to find out the reasons why students often make errors in order to find the ways to correct and help his/her students overcome those errors The difficulties of students in writing is the main reason that causes errors in their writing We can see in Figure 4.2 about the difficulties with students‟ English writing It showed that 57% of students answered that they lack vocabulary and structure (grammar) and other chose “the lacking of ideas about given topics” are 21%, 13% students not know how to organize the outline of writing and a few students (9%) have not got enough time to write their writing In Figure 4.16, teachers also have the same ideas with students about the idea “lack of vocabulary and structure” with 43% On the other hand, because students‟ written errors and the difficulties in their writing, students‟ opinions is it is necessary to correct their written errors Figure 4.3 showed most of the students (43%) agreed that correction plays a very important role in teaching and learning writing skill and it is necessary to correct very much The answer “Relatively much” also has the large percentage (40%) They want to improve their writing skill and other skills in English learning But there are still a few students who not want to be corrected I think the reason is they not like English or they think it is not useful for their writing or they are afraid their teacher showed their written errors and correct their errors There were many reasons why a few students not like to be corrected their written errors Because of the necessary of the correction techniques in writing, a number of students feel very satisfied with the choice to be corrected with 57% From these above things, teachers will decide which correction techniques are effective and useful for their teaching and good for their students in Research question and question Research question 2: What kinds of correction techniques does the teacher use to correct written errors of grade 11th students at Nguyen Hue high school? 56 The study indicated that most of the students thought correction was important to their writing since it provided useful information to help them rewrite their papers and produce better ones in the next stages Some of them strongly considered correction techniques as a very important means In other words, they would like to receive as much correction as possible from their teachers to make progress in writing In the questionnaire for both teachers and students, the questions about common errors correction techniques in writing are in Figure 4.5, 4.6, 4.7 for students and Table for teacher These charts and table showed that the common errors correction techniques are teacher correction, self correction and peer correction About teachers‟ opinion, they chose 100% for the technique “peer - self correction” They thought that they can use each technique or combined them to make an effective technique to correct their students‟ written errors With peer correction or self - correction, teacher thought that it is necessary and helpful for their students Their students can help each other and they will not feel worried about their errors in writing They can remember their own errors and know how to correct when they discussed their errors and their friends‟ written errors Also, the better students can help their worse ones to overcome written errors and from that, learning from friends‟ errors can help them not to make these errors Besides, students answered the questions They have some different opinions from their teacher They also have same ideas about common techniques that their teacher use in writing, “peer - self correction” They also want their teacher to use “teacher correction” to correct and give some examples to not make errors again About self - correction, students chose the mean “using dictionary or grammar book” with 42% (Figure 4.8), it is almost the best way to practice their grammar and vocabulary and it is useful to correct their errors in all language skills From their own errors and other‟s, they can correct and overcome their errors on their own They sometimes use Internet or computer to correct errors Some students chose the answer “Other ideas” for this question, they said that the helping 57 from friends, brothers or sisters, reading English books or stories, etc are also the appropriate means to correct their errors by themselves For teacher‟s opinions, they also chose the idea “using dictionary and grammar book” as the best way if their students want to use self – correction technique Meanwhile, in the class, the teacher often uses “group work” from four or five students in group to use peer correction technique with 60% and pair work with 40% In this question, students can help each other when they are in group of or five There were many ideas or some ways to correct their own errors Students also agree with this With 59% of students choosing “group work”, it is very helpful and effective More importantly, the majority of the students like their teacher correction techniques and students think it is useful to understand Research question 3: What are the effective techniques for writing correction? The high school students revealed a great concern with accuracy and errorfree writing Besides, although the students in this study generally equated the importance of various features of their writing such as grammar, spelling, vocabulary choice, organization, and ideas expressed in the paper; many of them chose comments on grammar and organization of the paper as the most important teacher marks they look at This research question showed how effective are the techniques in both questionnaires for students and teacher The frequency of using each correction technique and the most effective correction techniques used in writing period All of the three correction techniques – teacher correction, peer correction and self correction – have been often used in students‟ writing Students answered that teacher often use peer - self correction for their paper, but teachers also correct their students‟ errors by the technique “teacher correction” Teacher combined all three techniques to correct and they knew what was more effective for their students We can see in Figure 4.10, 4.11, 4.12 for students to 58 know how frequent each technique is used A number of students choosing the answer “never” made up a little part in classroom Teachers have many reasons for each correction technique for their students When they can use teacher correction for the first time they want to correct and make an example for students This led to the fact that students can correct by themselves or they can it in group to help each other Accordingly, the usefulness of the current technique that teachers used to have clear answer for the effective technique in writing class Students chose 59% “effective” for which technique they think teacher use is helpful This means they like and want their teacher to continue to use or combine each technique for their papers It also has 31% students chose that the current technique was really effective A few students chose the answer “rarely effective” with 7% and “not really effective” with 3% Besides, teachers thought that two words “effective” and “really effective” are suitable for their students and for the current technique they have used Maybe each teacher chose for them each technique to correct It depends the teaching program and students‟ levels But in this study, I research about errors and correction techniques for students in Nguyen Hue high school, all teachers have the same ideas about what technique is effective In addition, with the last question in the questionnaire for students (Figure 4.14), I asked which technique is effective for students in their writing The largest answer with 62% in 100 students is peer - self correction technique Students often like this technique They want to correct in group or in pair Also, teacher chose 100% for the peer - self correction technique Although they answer they often use teacher correction technique, they still prefer peer - self correction The frequency of each technique showed how they were effective and useful 59 4.5 SUMMARY In summary, this chapter has focused much on the main parts of the study It is concerned about the context of the study that has a great influence on the teaching and learning English Methodology including information about the subject, the instruments, data collection and data analysis has been discussed in particular The chapter pointed out major findings and discussion The following chapter will focus on recommendations and suggestions for teachers of English under the light of the results above 60 Chapter CONCLUSION 5.1 CONCLUSION The findings of this study support many researchers‟ beliefs on the effectiveness of teacher correction techniques in L2 context, although there is still a mismatch between teachers‟ and students‟ beliefs on corrective techniques Obviously, high school students‟ need or desire for error correction and teacher corrections in the study is necessarily indicative of the effectiveness of such techniques However, some students may hold unrealistic beliefs about writing because of their limited knowledge and experience; therefore, teachers might try to modify students‟ expectations about the correction techniques they received It is strongly recommended that teachers should help students understand how correction techniques are intended to affect their writing and why it is given in such way It is teachers‟ responsibility to be correct of their students‟ written errors of what helps them progress and to somehow incorporate these errors in their teaching The study collected some important information from students and the data from questionnaire for both teachers and students Some findings of discussion are: First, the study shows the common frequent written errors that students often made The types of errors can be caused in writing process such as: grammar, vocabulary, spelling or the context of the paper While the errors made in students‟ paper, it can cause the researcher‟s understand which can be useful for students‟ written errors The types of errors were clarified what students‟ learning difficulties are Second, many errors in students‟ writing were due to L1 transfer The studying English language (L2) differs from L1 and it caused the misunderstanding between two languages Students can use the structure of L1 (Vietnamese) to write 61 and transfer it to learning language (English) This leads to the errors in students‟ learning in writing and other skills Third, regarding the causes of the errors, lack of vocabulary and structure to lack of time in classroom are common difficulties in students‟ writing process Some students not want to practice writing at home and not like to learn English grammar, vocabulary so that errors can be made in their learning English process Finally, concerning the teachers, there is not much time in classroom; the teacher cannot help their students at home Teachers only have time to use each technique to correct their students‟ written errors There should be more time and a course for teachers to make error analysis and error correction And teachers should pay attention to their students‟ studying Therefore, finding students‟ errors in and using the right correction techniques in writing can be essential in helping high school teachers and students can be overcome the errors in writing and in other skills The correction techniques are not only used in writing but also be used in other skills in English teaching and learning In language learning, teachers have importance role to help their students studying, correcting errors in language skills, encouraging students‟ belief and preferences in studying language This leads to having a good relationship between teachers and students in teaching and learning language 5.3 THE RESULTS OF THE STUDY The results of the study can give for students the common written errors in their writing and the teachers know how to correct their students‟ errors effectively Obviously, teachers in this study tend to give their correction techniques in the final stage of the writing process This means students have many opportunities to rewrite the first drafts for the second time in classroom or at home In fact, teachers not have enough time to give correction techniques to correct all errors in each 62 of the student papers The following suggested solutions are drawn for the teachers of English at the school to solve the problem: It should be useful if teacher can give students more exercises and activities for writing in classroom They can make example for students the first time to correct their students‟ errors Then, teachers give students some activities in written errors correction Teachers should combine the skills in English learning such as reading, listening, speaking and writing for students to When reading, they can learn about the new structure in English, even the more reading is the more ideas for writing About listening and speaking, these skills are also useful skills for students, students listen and learn more new words and remember them for their vocabulary source in learning other skills The most important thing to is practicing writing Students should write in classroom and at home Apart from the topics that they are studied in classroom, teachers can give them some interesting topics related to their daily life It belongs to each student and students‟ level Because of the familiar things in daily life, they can use some basic ideas and basic words to write on the first time they write Besides, each error correction has each advantage and disadvantage, the teachers has to know how to combine each error correction so that it suitable for students‟ errors, levels or abilities Although teachers have enough time to correct all students‟ written errors, they can correct some common errors and give their students some examples for errors Teachers can make the better things for their students if they can combine each correction technique effectively Besides, they should encourage students‟ belief and passion in learning English 63 5.3 IMPLICATIONS The eleven-form students in Nguyen Hue, according to this study, facing three kinds of problems in writing: the difficulties in learning of grammar rules, the difficulties learning of writing rules and the lacking of other basic knowledge What can teachers to help them? It would be very useful to encourage students to take part in the activities and the exercise in classroom and give them more exercises in class and at home Helping students in their error is necessary for both students and teacher At the grammar structures and vocabulary, the teacher has to teach in the early Practicing writing from the basic level to the higher levels is necessary and suitable for students to practicing and improving their writing skill days by days The ideas of the topics in writing should be interested to help students open their mind for the good ideas in writing and other skills Error correction is another important thing that should be carried out frequently However, the techniques of correction in writing are not showed frequency The error corrections have to suitable for each written errors Sometimes, the teacher should give his / her students to be self – corrected to help them to recognize their own errors to improve their strengths or the weakness in learning language Since no teacher has time to correct all the errors of the students, only errors which may interfere with communication and cause misunderstanding should be corrected 5.4 LIMITATIONS AND SUGGESTIONS FOR FURTHER STUDIES Despite the researcher‟s great effort, this study still has a few limitations (1) The study only considers the teacher corrective techniques in one particular pedagogical situation - 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