Investigating Effective Error Correction Strategies Employed by Teachers in Enhancing Students' Writing Skills at the Higher Education Level
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Abstract
The study aimed to investigate the strategies employed by higher education teachers to correct errors and enhance students' writing and language proficiency. Despite the limited literature on this topic in higher education, qualitative methods such as interviews and classroom observations were utilized to delve into teachers' perspectives. The findings underscored teachers' preferences for specific error correction approaches, consideration of individual student needs, and the delicate balance between providing corrective feedback and positive reinforcement. Identified challenges in implementing these strategies, including time constraints, balancing correction with content instruction, and addressing diverse language proficiency levels, were common. Recommended pedagogical practices center around student-centric and reflective approaches, encompassing timely and constructive feedback, a balanced integration of correction with content instruction, differentiation based on individual needs, and the promotion of self-correction skills. Moreover, the integration of peer feedback, scaffolded error correction, and continuous professional development were highlighted as crucial elements for enhancing effective teaching practices.
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