Marking codes or reformulation: what are teachers' and students' beliefs regarding their effectiveness?

Cintia Agosti, Eva Bernat

    Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

    Abstract

    Error correction research has focused mostly on whether teachers should correct errors in student writing and how they should go about it. Much less has been done to ascertain L2 writing teachers' perceptions and practices as well as students' beliefs and attitudes regarding error feedback. The present investigation seeks to explore students' and teachers' preferences in a specific sector of the EAP Australian context. Quantitative and qualitative data were gathered using questionnaires. The findings of the study show a clear mismatch between teachers' and students' beliefs on error correction.
    Original languageEnglish
    Title of host publicationTeaching writing skills in EFL
    Subtitle of host publicationtheory, research and pedagogy
    EditorsChristine Coombe, Adel Jendli, Peter Davidson
    Place of PublicationDubai
    PublisherTESOL Arabia Publications
    Pages127-138
    ISBN (Print)9789948856603
    Publication statusPublished - 2008

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