This case study was explored to determine effective error-correction/feedback methods for two ESL Korean children's writing (recounting task) in terms of accuracy, fluency and attitudes. Three different error-correction methods - written comments focusing on meaning by researcher (Case1),direct and global error-correction focusing on form by researcher (Case2) and self-directed error-correction using check lists by subjects (Case 3) - were applied over a period of 7 months. Thirty pieces of recount writing per subject were collected (10 pieces per case) and analysed by structured criteria of fluency and accuracy. Through participant observation, the subjects' changing attitudes were recorded in notes and video tapes. The results of the analysis showed that for Subject B, who was 7 years old and a more advanced writer of English than Subject A, self-directed error-correction using check lists (Case 3) was the most effective method in relation to both fluency and accuracy as well as attitude. Yet, for Subject A who was 5 years old and an early beginner in her writing, Case 1 seemed to be more effective in terms of fluency and attitude and Case 3 was likely to be more effective in terms of accuracy. In discussion ,the method of error correction / feedback, the issue of ownership in children's writing including error correction and the necessity of process writing were highlighted in the light of the whole context of the case study.
|Date of Award
|Laraine Morris (Supervisor)