By popular demand…
My handout from my presentation held at IATEFL 2016 in Birmingham, with the above title.
This talk provides teachers with time-efficient alternatives to traditional ‘red-pen correction’, by demonstrating and evaluating several effective feedback strategies that are applicable to giving feedback on writing in diverse contexts, and presenting summaries of published research which explores their efficacy. Issues including learner autonomy, motivation, and the role of technology are also briefly discussed to underpin the practical ideas presented.
Handout can be downloaded here: IATEFL 2016 conference Clare Fielder Works Cited handout.
Most of the time when we mark pieces of written work by EFL learners, our aim is to provide feedback on their language usage which enables them to avoid repeating their errors in future writing. It is logical, then, that simply underlining and correcting errors, as is the most common marking method, may not be as effective at achieving this aim as we may hope. Here are a few different ways of marking written work and scaffolding students’ drafting, where the focus is clearly on preventing future errors.
1) Search & Correct
– In the margin of the line where an incorrect word/phrase has been used, an X is written by the tutor. The students are then asked to locate/identify the mistakes and correct them. This can also be done with correction symbols, which help to highlight the type of error, but no mistakes are underlined in the text, so students have to use their own judgment.Having to consider what they may have done wrong and finding a way to improve their own language helps means that learners are more likely to remember the correct version and the reasoning behind it, which should help them to avoid making the same mistake in future writing.
– This method also saves the tutor’s time as they do not spend time correcting things that students actually are able to produce correctly but due to time pressure / lack of concentration have made mistakes with in this specific piece of work.
2) References to Grammar Textbook or Dictionary
– Mistakes are underlined in the text and numbered according to pages or passages in a grammar textbook or learners’ dictionary that the class is working with or the learners otherwise have access to. Students are then instructed to look up the explanations of the language structure or lexis they are attempting to use and are able to correct their own mistakes. They can then re-draft their writing, or simply use this information in their next piece of writing.
3) Correction Table
– The incorrect words/phrases are underlined in the text, with or without a correction symbol to denote the type of error. Students complete a table like the example below where they write out the underlined errors, and look up the correction themselves, inserting this and the related explanation into the column ‘reason & correction’, and noting the source of their information. These tables are useful for students in understanding their errors and for reference when in future writing assignments to avoid repeating mistakes. These tables allow each student to focus on their individual areas of difficulty. There’s no need for re-drafting.
Example extract from correction table:
||Type of mistake
||Reason & Correction
|1)…get used to be…
||The expression ‘used to’ is either followed by a noun or by a gerund.Correct: get used to being
||OALD 7, key word ‘used’, p. 1689~ to sth/to doing sth