THE ROLE OF ERROR CORRECTION IN IMPROVING ENGLISH WRITING SKILLS
Abstract
Writing is a way to express opinions or ideas with written words. While teaching students to write effectively, teachers should choose authentic materials that include all steps to improve writing proficiency. In this case, checking students' work, correcting the errors, and giving feedback could be useful in writing. This paper explores different types of feedback – direct, indirect, formative, and summative and focuses on grammar, vocabulary, and sentence structure in writing. By adding error correction with opportunities for learners to revise, giving feedback helps students develop a deeper understanding and fosters learning to write effectively. This article concludes the recommendations for giving feedback to enhance writing proficiency in ESL classrooms.
References
1. Alisoy, H. (2023). Understanding Inversion and Detachment in English. Web of Semantic: Universal Journal on Innovative Education, 2(12), 45-52.
2. Alisoy, H. (2024). The magic of languages: Introducing a second language in early childhood education. Retrieved from ResearchGate: https://doi.org/10.13140/RG, 2(11042.81603).
3. Babazade, Z. (2024). The Impact of Music on Language Learning: A Harmonious Path to Mastery. EuroGlobal Journal of Linguistics and Language Education, 1(1), 134- 140. https://doi.org/10.69760/zma1bn56
4. Bitchener, J., & Knoch, U. (2008). The value of direct written corrective feedback on L2 learners' writing accuracy. Teaching English as a Second or Foreign Language, 12(1), 1-17.
5. Ferris, D. R. (2003). Response to writing: Insights from second language acquisition. TESOL Quarterly, 37(2), 145-171.
6. Truscott, J. (1999). The case against grammar correction in L2 writing classes. Language Learning, 49(2), 327-369.
7. Usmonova G.A., Isroilova Sh.B., & O'Rinboyeva D.I. (2021). ASSIMILATION OF BORROWED WORDS IN THE LANGUAGE. Экономика и социум, (3-1 (82)), 337-340.
8. Usmonova, G. A. (2024). Establishing a comparative examination of the application of dialectic and dialectic methods in the development of writing proficiency. Pedagog, 7(9), 1-5.
9. Zhang, J., & Zhang, L. J. (2022). The effect of feedback on metacognitive strategy use in EFL writing. Computer Assisted Language Learning, 37(5–6), 1198–1223. https://doi.org/10.1080/09588221.2022.2069822
