Feedback on writing correction

Correction and self-correction in the learning of North American students

Abstract

The current research work arose from the debate on error treatment and the convenience of the practice of correcting error as part of the learning process in teaching Spanish as a foreign language. This study briefly reflects on how errors vary when students receive corrections using the indirect correction method with facilitating clues. This treatment was applied to two written exercises produced from a corpus of 96 interventions in opinion forums by 32 American participants learning Spanish as a foreign language. The methodology used was the presentation of three videos on the subject of technology for participants to write their opinion on an opinion forum. The participants received corrections with facilitating clues for the first and third blog. The analysis of the results shows that the participants made less errors in the third blog, and that most of them were grammatical errors.