Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.700839
Title: The effects of different error correction conditions on learner-initiated noticing
Author: Solares-Altamirano, María-Elena
ISNI:       0000 0004 5989 1100
Awarding Body: Lancaster University
Current Institution: Lancaster University
Date of Award: 2015
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Abstract:
This research aimed to design a suitable pedagogic study on the effects of different error correction conditions (ECCs) on learner-initiated noticing. With this in mind, I sought to tackle comprehensive (eventually replaced by semi-comprehensive) error correction (EC) in an open, uncontrolled and learner-centred writing task. Despite numerous studies on written corrective feedback (WCF), little research has paid attention to what learners ‘notice’ while writing. Storch and Wigglesworth (2010) explain that noticing and the “processing of feedback [are] … less … researched … because it is difficult to access such learner-internal cognitive processes” (p. 305). Meanwhile Santos, López-Serrano and Manchón (2010 p. 132) indicate that the self-initiated character of writing problems turns writing into the perfect setting to study self-initiated noticing and focus-on-form processes. Framed within the ‘noticing’ debate, the ‘language learning potential of writing’ and the ‘writing-to-learn’ and ‘feedback-for-acquisition’ dimensions, this quasi-experimental study investigates how different ECCs influence the error types that learners ‘attend to’. The four-stage (composing/ error correction-noticing/ rewriting/ new writing) design involved 60 EFL undergraduates in three semi-comprehensive ECCs (Direct EC, Reformulation and Self-correction). Opinion essays, noticing sheets and a questionnaire constituted the data to analyse. The quantitative results support Truscott’s claim for the little value placed on ‘[semi-] comprehensive’ EC in grammar accuracy improvement. Qualitative analyses showed that the ECCs tested had different effects on learners’ noticing. Delayed self-correction elicited the most attention to form and is suggested as a more refined way to ‘notice the hole’; direct EC led to retention, reformulation resulted in the most engaging ECC.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.700839  DOI: Not available
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