How do Chilean Pre-Service Teachers Correct Errors in Writing?

Authors

  • Angie Quintanilla Universidad San Sebastián ##default.groups.name.author##
  • Steffanie Kloss Universidad Católica de la Santísima Concepción ##default.groups.name.author##
  • Pedro Salcedo Universidad de Concepción ##default.groups.name.author##

Keywords:

error correction, pre-service teachers, L2 writing, written corrective feedback strategies

Abstract

Most research on error correction has dealt with feedback strategies used in the classroom and the effect of these strategies on students’ performance. However, not much research has been conducted on pre-service teachers’ actual competence on giving written corrective feedback. With this idea in mind, a study was conducted in order to investigate the way pre-service teachers of English correct students’ errors in writing. For this, the participants were asked to complete an error correction task that required the teacher to mark a student’s opinion essay in the way they would normally do as part of their teaching practices and to answer a questionnaire related to the way they had corrected the task. The results showed that most teachers tend to correct errors comprehensively, rather than selectively, opting for direct rather than indirect feedback strategies.

 

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Author Biographies

  • Angie Quintanilla, Universidad San Sebastián

    Angie Quintanilla is a licensed English teacher who holds a BA in education, a master degree in linguistics and a master degree in educational technology. She is currently a Ph.D. © in linguistics at Universidad de Concepcion, Chile. She is an assistant professor at Universidad San Sebastian in the areas of applied linguistics and initial teacher training. Her research interests are primarily in the areas of applied linguistics and computer assisted language learning. 

  • Steffanie Kloss, Universidad Católica de la Santísima Concepción
    Steffanie Kloss Medina  is currently a Ph.D. © in linguistics at Universidad de Concepcion, Chile. She holds a master's degree in linguistics and a B.A. in education.
  • Pedro Salcedo, Universidad de Concepción
    Pedro Salcedo Lagos holds a PhD in Informatics and Artificial intelligence from UNED. He is a Full professor at Universidad de Concepciòn, Chile.

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Published

Aug-Fri-2018

Issue

Vol. 18 No. 3 (2018): Revista Brasileira de Linguística Aplicada

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