A STUDY TO EVALUATE THE EFFECTIVENESS OF EFFICACY OF TEACHER’S ERROR FEEDBACK ON IMPROVING WRITING ACCURACY AMONG ENGLISH LANGUAGE STUDENTS AND NON-ENGLISH LANGUAGE STUDENTS

Abstract

The purpose of this study is to examine the efficacy of teachers' error feedback on improving writing accuracy among English language students and non-English language students. Since writing is a major focus in teaching any English language course, thus English language teachers hope to help students write better. A key issue of interest to both researchers and teachers in second language writing is how teacher’s correct student’s writing. Corrective feedback is highly effective means for improving learner’s acquisition process because it helps learners to match their written work with target language models and thus increase their attention to structures that have not been acquired earlier and eventually it can be the beginning of learning process. Research finding indicate that students favor error feedback from teachers because they believe that they will get benefit from it.