Written Error Correction by ESOL Teachers Research Proposal by Nicky

Written Error Correction by ESOL Teachers
The paper is a research proposal to examine written error correction procedures by ESOL teachers.
# 147118 | 9,610 words | 44 sources | APA | 2010 | US
Published on Feb 24, 2011 in Education (Curriculum) , Education (Teaching Methods) , Education (ESL)

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The paper is a research proposal to analyze the methods and procedures that ESL/SLA teachers use as corrective measures when tackling the variety of mistakes made by SLA students. The study will take place at a college in East London and will assess the mistakes and corrective measures used for students at different levels. The study aims to highlight the common errors and common corrective measures as well as the associations between all relevant literature on the use of corrective measures and their practical implementation. The assumption behind the research proposal is that the mistakes and errors that students make, especially within the SLA dynamic, are usually perceived and handled negatively which makes the process more discouraging and difficult for the students. The paper further contends that a change is needed in the corrective measures used to ensure that student results are sustainable.
The paper includes sample test papers (with comments) and questionnaires for both teachers and students.

Statement of the Problem
Purpose of the Study
Literature Review
Meaning of Terminologies
Outline of Studies Conducted on Error Treatment
Damaging Outlooks of Error Treatment
Constructive impacts of Error Treatment
Categories of Learner Errors
The Techniques of Error Treatment
Explicit Correction and Implicit Correction
Extent of Explicitness
Variety of Errors
Correction Codes
Research Questions
Written Sample Selection
Sample of Teachers:
Student Written Samples - Validity
Created Written Samples:
Research Methods
Pilot study
Research Tools
Classification of Learner Errors
Classification of Error Treatment Methods
Data Analyses
Quantitative Data
Procedure for Analysis
Dependent Variable:
Qualitative data
Concluding Remarks
Results and Conclusion
Interview Analysis:
Regularity of Error Treatments:
Types of Learner Errors and Frequency of Error Treatment:
Overall Degree of Explicitness of Error Treatment Methods:
Types of Learner Errors and Degree of Explicitness of ET Methods:
Error Treatment and Course Factors:
Implications for Error Treatment in Teaching L2 Writing Skills:
Scope and Limitations of the Study
Concluding remarks:
Appendix I
For Teachers
For Students

From the Paper:

"This study will focus on highlight the treatment of written error correction by ESOL teachers at a college in East London for all elementary (beginner), intermediate and advance level of students that are studying under the ESL program and curriculum being implemented at the college. The study will be divided into four different chapters, each focusing on a different aspect of the study. The first chapter, 'Introduction' will give a brief opening to the paper highlighting the statement of the problem and the purpose of the study. Chapter 2 will be the 'Literature Review' where we will use all the prior studies conducted in the field as a spectrum of reference to highlight the importance of the topic and the impact that various error treatments have on the understanding capabilities of the students as well as how they react to the different format of the treatment techniques used by teachers at the different levels. Here, we will also explain the terminologies that will be used in the paper as well as point out some of the common negative impacts that different types of treatments can have on the teachers and students. Some of the correction codes and taxonomies that are regularly used by teachers will also be lined in this section. Chapter 3 will consist of the 'Methodology' where we will include the research questions, written sample selections of corrected material, research methods and tools that will be used to conduct the study. This section will also include the classification of errors and a data analyses section. Chapter 4 will highlight the results, conclusion and interpretations made from the data collected and will highlight the interview analyses made with specific attention given to the impact that some explicit treatment techniques have on the students."

Sample of Sources Used:

  • Allwright, R. L. (1975). Problems in the study of the language teachers' treatment of learner error. In M. K. Burt & H. Dulay (Eds.), New directions in second language learning, teaching and bilingual education: 9th TESOL convention (pp. 96-106). Washington, DC: TESOL.
  • Ayoun, D. (2001). The role of negative and positive feedback in the second language acquisition of the passe compose and imparfait. The Modern Language Journal, 85(2), 226-243.
  • Bartram, M., & Walton, R. (1991). Correction. Hove, England: Language Teaching Publications. Pg. 87-91.
  • Bell, N. (1992). The role of spoken error correction in second language acquisition: Issues in corrective technique. ORTESOL Journal, 13, 21-32.
  • Burt, M. K. (1975). Error analysis in adult EFL classroom. TESOL Quarterly, 9(1), 53-63.

Cite this Research Proposal:

APA Format

Written Error Correction by ESOL Teachers (2011, February 24) Retrieved February 05, 2023, from https://www.academon.com/research-proposal/written-error-correction-by-esol-teachers-147118/

MLA Format

"Written Error Correction by ESOL Teachers" 24 February 2011. Web. 05 February. 2023. <https://www.academon.com/research-proposal/written-error-correction-by-esol-teachers-147118/>