TEACHERS ROLE IN TRUSCOTT ERROR CORRECTION CRITICISM

Teachers Role in Truscott Error Correction Criticism

Teachers Role in Truscott Error Correction Criticism

Introduction

While students may have individual preferences for self-paced learning or F2F instruction, it is hypothesized that interactivity with the instructor, whether online or face-to-face, that facilitates improvement in English writing. It is hypothesized that feedback is key to improvement in English writing for EFL students in Taiwan. In this study, feedback is given in the form of error correction. Students in the study were divided into 4 groups: a control group, an essay only online group, an online program group, and an in-class instruction group. All students were given pretests and 14 weeks later, they were administered posttests. Students in the essay only online group and the online program group interacted exclusively online had no live contact with the instructor. Students in the in-class instruction group were offered multimedia instruction in the classroom and received one-on-one F2F correction from the teacher.

In both program groups, students were required to process the teacher's corrections. By rewriting their own writing in a second draft incorporating the corrections, students brought the changes to consciousness and increased their awareness of proper syntax and grammar. It is hypothesized that the Online Program Group and the F2F Program Group will show similar levels of improvement and that practice and timely feedback are the keys to improvement in English writing.

The Case For and Against E-Learning

While online discovering apparently is not appropriate for all learners, it is carving out a legitimate place in learning worldwide. Factors assisting to success or failure in CAI are complex. Studies directly matching online discovering and F2F direction are admittedly limited. The area of CAI lacks a comprehensive theoretical base. Access to e-learning programs for measurement is limited. Traditionalists favor classroom instruction. Misconceptions hue insights of e-learning and CAI. Yet, as blossoms et al (2004) claim, there is insufficient clues to support the idea that school room direction is the optimum consignment procedure (Flowers, Jordan, Algozzine, Spooner and Fisher,p. 57).

While research in the 1980's and 1990's was affected by the lack of technological infrastructure in academic institutions, studies that compare online learning and traditional classroom instruction published in 2004 still reveal a wide range of findings (Junaidu and AlGhamdi 2004; Flowers, Jordan, Algozzine, Spooner and Fisher 2004; Dupin-Bryant 2004; Muirhead 2004). Flowers et al (2004) point out that correspondence education is not new having made its debut in the late 19th century (p. 55). Nowadays, computers add a dimension to expanse education, doing away with utilising postal services in favor of electrical devices communication.

It is the thesis of this paper that the various strategies for delivery of curriculum are not what make or break a program, but rather the level of interactivity between the instructor, the students, and the materials regardless of the modality. While utilising computers in direction necessarily reveal a myriad of new components for concern in considering direction, the basic principles of curriculum conceive lie at the centre for student ...