INTRODUCTION
RATIONALE
English has become a vital global language, serving as a bridge connecting diverse countries worldwide In Vietnam, it is increasingly recognized as an essential second language, taught across various educational levels As a result, English is now one of the most crucial subjects in students' curricula, highlighting its importance in modern education.
Writing is one of the four essential skills in learning English and is often regarded as the most challenging To write effectively, learners must possess strong grammar, vocabulary, and structural knowledge This skill demands a deep understanding of language, as it involves critical thinking and a comprehensive grasp of grammar and sentence structures.
For many English learners, achieving fluency in writing is often more challenging than in speaking, even at advanced levels Written communication tends to be slower due to its formal nature, higher expectations, and the need for careful reflection, while spoken English allows for more mistakes and less scrutiny.
Writing in English is the most complex yet essential skill for students, enabling effective self-expression As global communication relies heavily on English, mastering writing has become increasingly important This intricate process requires cognitive analysis and linguistic synthesis, making it particularly challenging for non-native speakers Developing strong writing skills in a foreign language demands significant time and effort.
Many learners struggle to express their ideas in English due to limited vocabulary and unclear understanding of grammar structures This lack of confidence in writing often leads to anxiety, as they tend to translate directly from Vietnamese to English, resulting in incorrect sentence formation Writing in Vietnamese classrooms poses challenges for both students and teachers, as the formal language required often clashes with the informal speaking style learners are accustomed to Consequently, this results in frequent errors, leaving students feeling confused and apprehensive about their writing abilities.
This research aims to identify the factors contributing to writing errors among high school students and to explore effective strategies for addressing these issues The writing mistakes made in high school often persist into higher education, affecting students' performance in upper classes and college.
According to Bartle (2007), common writing errors can impede effective communication By understanding these errors, teachers can enhance their instructional methods and improve their teaching skills This article suggests effective teaching strategies for English teachers to help students correct their writing mistakes, enabling learners to discover the best practices for error-free writing.
JUSTIFICATION OF THE STUDY
The completed study aims to assist students in minimizing errors in their English writing Additionally, it seeks to transform the negative perceptions some teachers hold regarding students' mistakes, highlighting the significance of error correction in the educational process.
AIM AND OBJECTIVES 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
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
This article aims to identify effective techniques for both teachers and students in correcting written errors, while also offering recommendations to enhance teachers' correction methods in writing classes.
SCOPE OF THE STUDY
This research focuses on the use of correction techniques in writing classes for grade 11 students at Nguyen Hue High School in Hue City The study specifically targets non-English major students, as this grade level is ideal for research purposes Grade 10 students are still adjusting to high school and may not provide sufficient insights due to their inexperience with errors and corrections Conversely, grade 12 students are preoccupied with graduation and university entrance exams, limiting their availability for participation Therefore, grade 11 students are selected as the participants for this study, ensuring a balanced approach to understanding error correction in writing.
This research aims to offer valuable insights into teachers' implementation of correction techniques in writing The findings may lead to recommendations for enhancing these techniques, ultimately assisting students in applying them more effectively in their writing.
RESEARCH QUESTIONS
With the aims and objectives of the study, we try to seek the answers to the following questions:
1 What are the common errors in English writing committed by the eleventh form students at Nguyen Hue high schools in Hue city?
2 What kinds of correction techniques does the teacher often use to correct students‟ written errors?
3 What are effective techniques for writing correction?
THE ORGANIZATION OF THE STUDY
The thesis consists of five chapters:
This chapter outlines the rationale for selecting the study area, detailing the objectives, significance, scope, and research questions Additionally, it provides an organizational framework that serves as an outline for the study.
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
In this chapter, the research uses both qualitative and quantitative methodology It also presents the participants, the tools and whole procedure of data collection and analysis
The data collection and main results from the questionnaires, the interviews are analyzed and discussed
This chapter summarizes the study, highlighting the key issues discussed and offering suggestions for future research.
LITERATURE REVIEW
INTRODUCTION
This chapter addresses key aspects of feedback theories, with a specific emphasis on teacher correction techniques It highlights two primary elements: the theoretical foundations of written errors and an exploration of various methods employed by teachers for correcting these errors.
THEORETICAL BACKGROUND
Errors are crucial in understanding language acquisition, especially in second and foreign languages According to Corder, as cited by Ellis (1994), an error occurs when a deviation results from insufficient knowledge, and such errors cannot be self-corrected.
Errors serve as key indicators of learners' progress in acquiring a target language, reflecting their level of mastery According to Brown (2007), students frequently make mistakes due to misleading explanations from teachers, inadequate presentations of language structures in textbooks, or patterns learned through rote memorization without proper contextualization.
Errors play a crucial role in language learning, particularly in English, as they lead to corrections and, consequently, deeper understanding According to Brown (1988), the relationship between mistakes and learning is significant; the more errors learners make, the more opportunities they have for correction and growth This process not only enhances writing skills but also benefits speaking, reading, and listening abilities in second language acquisition (L2) By addressing errors, learners gain valuable experience and insights, enabling them to avoid repeating the same mistakes in the future Ultimately, embracing errors fosters a proactive approach to learning and contributes to overall success in mastering the English language.
Over the years, various experts have proposed multiple definitions of errors in the context of English language teaching While these definitions may convey similar meanings, it is essential to recognize the nuances and differences that exist among them.
In a foreign language situation “errors” explain the learner‟s inability to use appropriate grammatical structures, semantic categories and other linguistic units
According to Richards et al (2002), an error in the speech or writing of a second or foreign language learner occurs when a linguistic item—such as a word, grammatical structure, or speech act—is used incorrectly, indicating to fluent or native speakers that the learner's understanding is flawed or incomplete.
The first step is learning whether to correct or not A key to developing this skill is to understand the difference between „errors‟ and „mistakes‟
According to Cotter, a mistake refers to the incorrect usage of a previously learned grammar point, vocabulary word, or phrase by a student Mistakes are often unintentional slips where the correct expression is known but not used, leading to amusing statements that can provide entertainment for learners While these mistakes are generally not crucial to correct immediately, they can be overlooked if identified as simple errors However, if a mistake is repeated frequently, it transitions into an error that may require attention.
Mistakes are an inherent part of language learning for individuals of all ages, including children, teenagers, and adults, regardless of their native or foreign languages The significance of mistakes is particularly evident in babies, highlighting their crucial role in language acquisition While it is possible to minimize mistakes, they cannot be entirely eradicated, and it is essential to support students in their learning journey by embracing these errors as a necessary component of the process.
According to the Longman Dictionary of Language Teaching and Applied Linguistics (1992), mistakes in writing or speaking occur due to factors such as lack of attention, fatigue, or carelessness, and can often be self-corrected when the learner is made aware of them In contrast, an error reflects a fundamental misunderstanding of the language, as it is a misuse of linguistic elements that a fluent speaker would recognize as incorrect, indicating that the learner lacks the knowledge necessary for self-correction.
Errors occur when students are unaware of the correct form, term, or usage, and it is essential to correct these errors to help students enhance their skills and prevent the formation of bad habits According to Richards et al (2002), a distinction exists between an error, which stems from incomplete knowledge, and a mistake, which arises from factors such as lack of attention, fatigue, or carelessness during writing or speaking.
According to Brown (2007), local errors in communication typically do not obstruct the overall message, as they involve minor violations that allow the audience to infer the intended meaning Conversely, global errors significantly hinder understanding and should be addressed, as they obstruct the listener's ability to grasp crucial elements of the message.
- Global errors: is one which involves "the overall structure of a sentence"
- Local errors: is one which affects "a particular constituent." for examples:
1 I like take taxi but my friend said not that we should be late for school (global errors.)
2 If I heard from him, I will let you know (local errors)
The first sentence is the kind of sentence that would be marked by a language teacher as erroneous, and in the second sentence only heard would be marked as erroneous
A "global" error refers to a frequent mistake in writing that significantly hinders the clarity and understanding of sentences and paragraphs These errors impact both syntax and cohesion, ultimately affecting the overall intelligibility of the text.
According to Rambo (2011), there are some common errors of global errors (more serious errors that impede clarity, disrupt flow, affect overall comprehensibility) that happened in writing:
A sentence fragment is an incomplete thought that typically lacks a subject or a finite verb, making it one of the three main sentence-boundary errors These fragments often start with words like "That," "Because," or an "–ing" verb, so it's essential to identify sentences that begin with these terms and ensure they convey a complete idea.
Working on his homework all afternoon
Because she was new in town and had not met any of her neighbors
A run-on sentence happens when two or more independent clauses are joined without appropriate punctuation This type of error is one of the three major "sentence-boundary" mistakes in writing It's important to note that a run-on sentence does not necessarily mean that the sentence is lengthy.
I took English 1001 last spring it was a great class!
He used to work at Burger Palace now he works at Taco Land
A comma splice occurs when a comma separates two complete sentences Comma splices are one of the three serious "sentence-boundary" errors
He could not stand the long hours, he quit his job
We all watched Titanic, it was a great movie!
Mixed construction occurs when one part of a sentence does not logically or grammatically follow another part of the sentence
Because of pollution is one reason so many animals are endangered
Faulty parallelism occurs when parts of a sentence that are either in balance or part of a series are not presented with the same (or parallel) grammatical structure
He likes to listen to music, to watch movies, and going swimming
She understood how to change the oil and replacing the air filter
- Lack of Subject/Verb Agreement
Lack of subject/verb agreement occurs when a verb does not agree in number with its subject
One of my teachers are in the office
Neither Frank nor Elizabeth are here today
Pronouns, including "he," "they," "their," and "it," serve to replace nouns and must align in number and person with their antecedents For instance, "he" should denote a single male, while "they" indicates two or more individuals or objects Pronoun agreement errors arise when a pronoun fails to match its antecedent in number or person Additionally, such errors can occur if a pronoun lacks a clear antecedent, is ambiguous, or is positioned too far from its antecedent in the text.
When a student gets behind in the course, they have a difficult time completing all of the assignments
Judy asked Marie if the instructor wanted to see her
Inaccurate word choice refers to mistakes made when selecting words, particularly those that are often confused in English Commonly confused words can lead to misunderstandings in writing To avoid these errors, it is essential to consult a dictionary to clarify the meanings of any troublesome words.
SUMMARY
This chapter has addressed key issues related to the study, including definitions and the significance of correction techniques, as well as common types of errors and correction methods employed by teachers in writing classrooms The next chapter will delve into the study's methodology, informed by the theories discussed above.
METHODOLOGY
INTRODUCTION
This chapter outlines the methodology employed in this study, detailing the data collection and analysis procedures It covers the subjects involved, the instruments utilized, and the methods for gathering and analyzing data.
THE SUBJECT
The study involves 100 students and 15 teachers from Nguyen Hue High School in Hue City Due to the large student population of over 500, a random sample of individuals was challenging to obtain Instead, the researcher opted to randomly select classes for investigation, facilitating the observation of participants as they completed questionnaires in class The selected classes were balanced, featuring a relative equal proportion of students with varying English proficiency levels—good, average, and poor—while also ensuring a mix of both male and female students in each class.
The 15 teachers are teaching English in the classes from which the students are chosen to be involved in the research They are both experienced and inexperienced teachers of Nguyen Hue high school They are willing to participate in the survey with the hope that the results of the study will help them to have better understanding on students‟ preferences for teacher written errors correction.
THE INSTRUMENT
Two instruments were used to collect the data for the study
A semi-structured interview was conducted with four teachers to explore their approaches to correction techniques, including their purpose, types, and methods for addressing errors in student writing.
A questionnaire was developed to assess students' writing errors, the prevalent correction techniques used in writing classes, and the effectiveness of teachers' correction methods Comprising 15 questions, the questionnaire is divided into two sections: Part I gathers personal information from participants, while Part II features both close-ended and open-ended questions that address three specific research questions.
DATA COLLECTION METHODS
The whole process was divided into two stages
In the initial phase of the study, the researcher conducted one-on-one interviews with four teachers, all conducted in Vietnamese Throughout these interviews, the researcher sat close to the participants, meticulously noting down the information, which was subsequently translated into English.
According to Seliger & Shohamy (1990), questionnaires are printed forms designed for data collection, featuring questions or statements that participants respond to, typically in an anonymous manner These tools are essential for gathering data and addressing specific information within a study.
The questionnaire was translated into Vietnamese and distributed to 100 students to ensure full comprehension of the questions The researcher was present to provide clarification and assistance in case any confusion or issues arose while the respondents completed the questionnaire.
A questionnaire was distributed in English to 15 teachers, focusing on writing challenges faced by both students and teachers It comprised 14 closed questions, with the first five addressing common written errors and difficulties encountered by students The next five questions explored prevalent error correction techniques, while the final five assessed the effectiveness of these correction methods in improving writing skills.
DATA ANALYSIS
Data analysis involves the systematic process of sifting, organizing, summarizing, and synthesizing information to draw meaningful conclusions (Seliger & Shohamy, 1989) This section of the thesis focuses on analyzing the data gathered from direct interviews with four teachers and survey questionnaires distributed to 100 students.
The processed questionnaires provided valuable insights into students' errors, the frequency of these errors, and the techniques used for error correction Administered to both students and teachers in writing classes, this data is essential for the researcher to identify issues and propose effective solutions.
In a direct interview, teachers aged between 28 and 50 shared their diverse experiences in teaching English, ranging from 5 to 28 years Notably, all participants had dedicated 4 years to teaching writing to high school students, following the separation of the writing section in the new English textbooks The data collected from these interviews enhance the clarity and reliability of the information provided in the questionnaires.
SUMMARY
This section of the thesis focuses on the analysis of data gathered from classroom observations, direct interviews with four teachers, and survey questionnaires completed by 100 students.
FINDINGS AND DISCUSSIONS
INTRODUCTION
This chapter serves as a representation of data collected during research procedure Accordingly, this chapter contains two parts: findings and discussions
The study presents data on common errors made by students in their writing, alongside various techniques teachers can employ to address these errors It evaluates the effectiveness of these correction methods and provides a comprehensive analysis of the results, which are illustrated through two tables and nineteen figures.
DATA ANALYSIS OF STUDENT‟S SURVEY QUESTIONNAIRE
4.2.1 The frequency of making errors in students’ writing
A total of 100 high school students participated in a questionnaire regarding their writing errors, with the majority of errors identified among 11th graders The group consisted of 46 males and 54 females, aged between 16 and 18 years, all of whom have been studying English for five to eight years.
Figure 4.1: The frequency of making errors in students’ writing
As you can see, most students (50%) often make errors in their writing The number of students always make errors are less than these above students is 40% in
Out of 100 students surveyed, 6% chose option C (rarely) and 4% selected option D (never) regarding their writing errors The majority of students believe that these errors are frequently influenced by other learning skills, including reading, listening, and speaking.
4.2.2 The common errors students make in their writing
Written errors of grade 11 th students
Table 4.1: Common errors students make in their writing
The data indicates that a significant number of students frequently make grammar mistakes in their writing Many of these students view vocabulary as a crucial component of effective communication Notably, the six most prevalent errors are linked to spelling and other related issues, with occurrences at 15% and 13%, respectively.
Table 4.1 reveals that 51% of students, or 51 out of 100 respondents, struggle with grammar in their writing They lack a solid understanding of grammatical structures in English, which makes it challenging for them to express their ideas coherently Consequently, the majority of errors in their writing are related to grammar.
Students often face challenges with spelling and vocabulary, struggling to remember words and frequently misunderstanding language concepts The difficulty in retaining vocabulary is compounded by the differences in spelling compared to their native language, making the learning process more complex.
4.2.3 The difficulties with students’ English writing
Lack ideas about given topics
Do not know how to organize the outline of writing
Have not got enough time.
Figure 4.2: The difficulties with students’ English writing
A recent survey revealed that 57% of students struggle with English writing due to a lack of vocabulary and structure, highlighting grammar and vocabulary as their most frequent errors Additionally, 21% of students reported difficulty generating ideas on assigned topics, while 13% faced challenges in organizing their writing outlines Furthermore, 9% of students cited insufficient time as a barrier to completing their writing tasks.
The reason why students have may problems in learning English, especially in writing are:
Many students find studying English challenging due to its complex grammar and unfamiliar vocabulary compared to their native language This difficulty often leads to a lack of motivation, as some learners struggle to remember the necessary structures or feel reluctant to practice regularly.
Many students struggle with writing due to a lack of ideas and difficulty organizing their outlines Additionally, time constraints further limit their writing abilities.
4.2.4 The necessity to correct students’ written errors
Figure 4.3: The necessity to correct students’ written errors
A significant 43% of students believe that correcting written errors is essential for effective teaching and learning of writing skills, highlighting the importance of error correction in the educational process.
“Relatively much” also have the large percent (40%) On the other hands, there were still few students who do not like their teacher to correct their mistakes for any reasons (4%)
Error correction is essential for both teachers and students, as it greatly benefits learners by enabling them to identify and rectify their mistakes Teachers can utilize error correction strategies to assist students in improving their writing skills and overcoming common challenges.
4.2.5 The satisfaction of students in their teacher’s correction techniques
Very satisfied Satisfied Normal Unsatisfied
Figure 4.4: The satisfaction of students in their teacher’s correction techniques
A recent survey revealed that 57% of students express high satisfaction with their teacher's correction methods, while 30% report feeling satisfied with the feedback on their writing Only a small percentage of students view the correction techniques as average, and a mere 2% are dissatisfied with the correction process.
Correcting errors is essential for student satisfaction, as most learners appreciate receiving feedback on their work While many students welcome corrections, a small number may resist them, often due to a lack of motivation or engagement in the learning process.
4.2.6 The techniques that teacher often use to correct students’ written errors
Peer's correction Self - correction Peer - Self correction
Figure 4.5: Techniques that teacher use to correct students’ written errors
A recent analysis reveals that 43% of students favor peer and self-correction techniques employed by their teacher In contrast, peer correction accounts for 26% and self-correction for 22% Notably, teacher correction is seldom utilized, comprising only 9% of the correction methods used.
4.2.7 Techniques students want their teacher to correct their errors
Teacher’s correction Peer's correction Self - correction Peer - Self correction
Figure 4.6: Techniques students want their teacher to correct their errors
In response to the question about preferred techniques for correcting written errors, a majority of students favor peer and self-correction, with 23% opting for teacher correction, 15% for peer correction, and only 6% for self-correction.
Teacher correction plays a vital role in enhancing the learning experience for both students and educators However, if teachers correct every error, students may fail to recognize their mistakes and learn from them Instead, teachers should guide students in identifying their own errors, fostering self-correction skills Additionally, organizing students into small groups of two or three can facilitate effective peer correction during writing exercises This collaborative approach not only allows teachers to support their students but also encourages students to assist one another in improving their writing skills.
4.2.8 The types of correction techniques that students like
Peer's correction Self - correction Peer - Self correction
Figure 4.7: Types of correction techniques that students like
DATA ANALYSIS OF TEACHER‟S SURVEY QUESTIONNAIRE
A total of 15 teachers participated in the questionnaire, focusing on the frequency of errors in their students' writing and the effective techniques they employ to correct these written mistakes.
4.3.1 The frequency that students make errors
All teachers selected option B (often) regarding the frequency of student errors, indicating a consensus on this issue The questionnaire data aligns well with insights gained from teacher interviews, reinforcing the validity of the findings Overall, the combined data suggests that the frequency of errors made by students is accurately represented.
4.3.2 The common errors students make in students’ writing
Figure 4.15: Common errors students make in students’ writing
A survey of 15 teachers revealed that the majority, 46.7%, identified grammar as the most prevalent source of written errors among their students Additionally, 26.7% of teachers pointed to spelling errors, while 20% noted vocabulary issues Conversely, only 6.7% of the teachers selected "other ideas" as a common error.
Students frequently make grammatical errors due to differences between languages In an interview with a teacher, it was revealed that the information gathered for the questionnaire is appropriate for understanding these mistakes.
4.3.3 The difficulties that students have with their English writing
Lack ideas about given topics
Do not know how to organize the outline of writing
Have not got enough time.
Figure 4.16: Difficulties that students have with their English writing
A significant challenge for students in writing is their limited vocabulary and structure, affecting 53.3% of them Additionally, 13.3% of teachers identified a lack of ideas on given topics as a contributing factor to writing errors Organizing the outline of their writing was noted by 26.7% of teachers as the second most common difficulty Only 6.7% of teachers reported that insufficient time was a factor in their students' writing challenges.
Students frequently make writing errors both in class and at home due to a lack of motivation or insufficient time to organize their thoughts Survey and interview data reveal that many students struggle with vocabulary and writing structure, which significantly contributes to these mistakes.
4.3.4 The written errors should be given priority in correction
Figure 4.17: The written errors should be given priority in correction
As we see, most of the teachers chose 2 options for 4 options; they are option
B (global errors) and D (other ideas) With global errors, 80% of the teachers chose 20% is for other ideas
4.3.5 The necessary for teacher to give written errors correction
In a recent questionnaire for teachers, 100% of the 15 respondents indicated that they believe written error correction is very necessary in their students' writing, selecting answer A.
Peer correction and self correction Question 6:
Technique teacher use when he/she correct students‟ written errors
Technique - students want their teacher to use to correct their written errors
Types of written correction teachers like to use
Table 4.2: The techniques teacher use to correct their students’ errors
All 15 teachers unanimously selected "peer - self correction" as their preferred technique for addressing students' written errors This indicates that students appreciate having their errors corrected by their teachers, and it highlights the teachers' preference for this method of written correction.
In an interview with teachers, it was revealed that 100% of the respondents (15 teachers) preferred peer self-correction as a method for addressing student errors in writing and other skills This technique not only enhances the effectiveness of student learning but also encourages greater student engagement both in the classroom and in their daily lives.
4.3.7 The frequency of using of pair / group work in peer correction
Figure 4.18: Frequency of using of pair / group work in peer correction
- The percentage of teachers use for peer correction is 60% in group work
4.3.8 The frequency of using correction techniques in student’s written errors
Question 10: The use of teacher correction in student‟s written errors
Question 11: The use of peer correction in student‟s written errors
Question 12: The use of self - correction in student‟s written errors
Table 4.3: The frequency of correction techniques used in student’s written errors
Teachers frequently employ correction techniques to address students' written errors, with all educators indicating that they often use these methods During writing instruction, they consistently apply all three techniques to effectively correct students' mistakes.
4.3.9 The helpful of teacher’s current written error correction
Figure 4.19: The helpful of teacher’s current written error correction
The data indicates that a majority of teachers, 53.3%, believe their correction techniques are highly effective, while 46.7% also consider them effective This suggests that the correction methods employed by teachers are beneficial for both educators and students in improving writing skills.
The data gathered from the interview indicates that teacher error correction is effective Additionally, combining self-correction and peer correction techniques leads to improved outcomes in teaching and enhances student 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.
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?
In this study, teachers emphasized the crucial role of correction techniques in enhancing writing skills, aligning with the views of various researchers They frequently provided feedback on students' written work, aiming to improve the quality of their papers This approach highlights the primary function of teacher correction techniques in facilitating writing improvement Additionally, many teachers utilized these techniques to justify the grades assigned to student writing.
Teachers often associate their concentration with various aspects of writing, including grammar, spelling, vocabulary choice, organization, and the ideas conveyed, while placing less emphasis on punctuation This indicates that their feedback on students' writing addresses both the form and content effectively.
A study on common errors in English writing revealed that both students and teachers frequently identified "grammar" as the primary mistake made by students, with 51% of respondents selecting this option in Table 4.1.
Teachers effectively identified and specified students' grammar errors, utilizing a variety of correction techniques This approach significantly aided students with low English proficiency, enabling them to recognize their mistakes more easily and encouraging them to improve their writing skills.
The study revealed that while all teachers acknowledged the presence of errors in writing, only 50% of students recognized this issue Common mistakes included spelling and vocabulary errors, indicating that students frequently encounter challenges in their writing Overall, the findings highlighted the varying difficulties students face when it comes to writing effectively.
Teachers often seek to understand the reasons behind students' written errors to effectively address and help them overcome these challenges A significant factor contributing to writing difficulties is students' lack of vocabulary and grammatical structure, with 57% of students identifying this issue Additionally, 21% of students struggle with generating ideas on assigned topics, 13% have trouble organizing their writing outlines, and 9% feel pressed for time to complete their work Similarly, teachers resonate with these concerns, as 43% also cite a lack of vocabulary and structure as a primary issue.
A significant majority of students (43%) believe that correcting written errors is crucial for developing writing skills, with an additional 40% indicating they find correction relatively important While most students are eager to improve their writing and other English skills, a small minority resist correction, possibly due to a dislike for English, perceiving it as unhelpful, or fearing exposure of their mistakes Despite this, 57% of students express satisfaction with the correction techniques used in writing, highlighting the essential role of feedback in their learning process.
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 2 and question 3
Research question 2: What kinds of correction techniques does the teacher use to correct written errors of grade 11 th students at Nguyen Hue high school?
A recent study revealed that the majority of students believe that correction plays a crucial role in enhancing their writing skills They find feedback invaluable for improving their papers and producing higher-quality work in future assignments Many students expressed a strong preference for receiving extensive corrections from their teachers, viewing it as essential for their progress in writing.
The analysis of the questionnaire responses from both teachers and students reveals key insights into common error correction techniques in writing As illustrated in Figures 4.5, 4.6, and 4.7 for students and Table 2 for teachers, the predominant methods identified are teacher correction, self-correction, and peer correction Notably, teachers unanimously favored the "peer-self correction" approach, believing that utilizing a combination of these techniques can effectively address students' writing errors They emphasized the importance of peer and self-correction, highlighting its benefits in fostering a supportive learning environment where students can collaboratively address their mistakes without fear This approach encourages students to learn from each other, with stronger students assisting those who struggle However, students expressed differing opinions, acknowledging the effectiveness of "peer-self correction" while also advocating for the inclusion of "teacher correction" to provide clear examples and guidance to prevent future errors.
Students identified "using a dictionary or grammar book" as the most effective self-correction method, with 42% support, highlighting its value in enhancing grammar and vocabulary across all language skills By learning from their own and others' mistakes, students can independently address their errors, sometimes utilizing the internet or computers for assistance Additionally, some students mentioned alternative self-correction strategies, such as seeking help from friends or family and reading English books or stories Teachers also endorsed the use of dictionaries and grammar books as the best resource for students aiming to employ self-correction techniques.
In the classroom, the teacher frequently employs group work, consisting of four to five students, to implement peer correction techniques, utilizing this method 60% of the time, while pair work accounts for 40% This collaborative approach allows students to assist one another in identifying and correcting errors, leading to a variety of ideas and solutions Notably, 59% of students find group work to be highly beneficial and effective in enhancing their learning experience.
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?
High school students expressed significant concern for accuracy and error-free writing, emphasizing the importance of various writing features While they acknowledged the relevance of grammar, spelling, vocabulary choice, organization, and ideas, many prioritized teacher feedback on grammar and organization as the most crucial elements in their writing assessments.
This research explores the effectiveness of various correction techniques in student writing, focusing on teacher correction, peer correction, and self-correction The findings indicate that all three techniques are frequently utilized, highlighting their significance in enhancing students' writing skills.
Students reported that teachers frequently employ peer and self-correction techniques alongside "teacher correction" to address errors in their papers Educators effectively combine these three methods, tailoring their approach to what benefits students most As illustrated in Figures 4.10, 4.11, and 4.12, only a small percentage of students indicated they never experience these correction techniques Teachers have various reasons for selecting each method; for instance, they often use teacher correction initially to provide clear examples for students This practice encourages students to engage in self-correction or collaborate with peers for mutual support.
Accordingly, the usefulness of the current technique that teachers used to have clear answer for the effective technique in writing class Students chose 59%
Students expressed a preference for the teaching techniques used by their instructors, indicating that they find these methods helpful and would like to see them continued or combined in their assignments Notably, 31% of students rated the current techniques as "really effective," while a smaller percentage, 7% and 3%, described them as "rarely effective" and "not really effective," respectively Additionally, educators emphasized the significance of the terms "effective" and "helpful" in evaluating their teaching strategies.
SUMMARY
This chapter highlights the key elements of the study, emphasizing the significant impact of the study's context on English teaching and learning It details the methodology, covering the subjects, instruments, data collection, and analysis processes Major findings and discussions are presented, setting the stage for the next chapter, which will offer recommendations and suggestions for English teachers based on these results.