Using error correction method in Bangladeshi context: Teachers' preferences, beliefs and challenges

Abstract

This research attempts to find out the types of errors done by the Bangladeshi students of different schools at lower secondary level, while they are learning writing in English. And to correct these errors, what type of error correction method is preferred and used by their teachers. Traditionally there are three types of error correction methods. They are: teacher's correction, peer correction and self correction method. All of these methods are important for improving their writing in English, but the preferences vary towards a significant method among the teachers for this level of students. The hypothesis of this study is: the teachers prefer "teacher's correction" over "peer correction" at the lower secondary level. To test the hypothesis, an interview session was arranged with the school teachers and a survey questionnaire was given to each of them to know their perception about different error correction methods. Also students' written scripts were collected to find out the current scenario and types of errors students' done in their writing. Along with that, the study will look at the reasons of challenges and difficulties of implementing error correction method in our context. Then the collected data were analyzed. After analyzing the responses of the teachers and the students' written copies, some recommendations were provided to make an effective use of these different error correction methods. Also some recommendations were given how the challenges and difficulties can be handled with ease in our classroom context.