Error treatment in L2 writing: fostering social justice by using active self-correction with multilingual and multicultural students

Meletiadou, Eleni (2022) Error treatment in L2 writing: fostering social justice by using active self-correction with multilingual and multicultural students. In: Handbook of Research on Fostering Social Justice Through Intercultural and Multilingual Communication. IGI Global, pp. 1-23. ISBN 9781668450833

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Abstract / Description

Providing feedback is considered to be an ethical and professional responsibility of the lecturer in higher education institutions (HEI). However, students—especially low-achieving multilingual and multicultural students from minority groups—seldom make good use of the feedback and often repeat the same mistakes in subsequent writing assignments. The current study investigated the impact of lecturer e-correction (digital pen – DP) and students' active self-correction (ASC) on multilingual and multicultural undergraduate students' writing performance in a HEI in the UK. Findings indicated that self-correction improved students' writing performance. Students also found the self-correction method difficult but rewarding. The chapter provides recommendations for further research and highlights implications for theory and practice.

Item Type:	Book Section
Additional Information:	** From Crossref book chapters via Jisc Publications Router
Uncontrolled Keywords:	corrective feedback; error treatment; e-correction; Digital Pen Method (DPM); active self-correction Method (ASM); lecturers; higher education institutions (HEI)
Subjects:	300 Social sciences > 370 Education
Department:	Guildhall School of Business and Law
SWORD Depositor:	Pub Router
Depositing User:	Pub Router
Date Deposited:	29 Sep 2022 12:58
Last Modified:	29 Sep 2022 13:04
URI:	https://repository.londonmet.ac.uk/id/eprint/7908

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