An investigation of co-operative error correction in Asian education settings.

Error correction in writing remains a controversial topic in literature on English language teaching. While the premise that writing should be corrected often conforms to student expectations, many doubts still remain about the most efficient way to conduct written error correction. Due to the demands of time and the large class sizes involved, current teacher based methods do not necessarily address the needs of weaker students in Asia. The current study investigated teachers’ beliefs and practices in written error correction by comparing and contrasting two qualitative case studies in two different East Asian contexts. Two English as a Foreign Language (EFL) teachers were introduced to a new method of error correction that promoted an increase in self and peer correction of writing. Both teachers were then interviewed, to elicit their practices, local adaptations and beliefs on the effects of this method. Responses of the participants were recorded in interviews, transcribed and analysed. The teachers were found to believe that an increase in self and peer correction held advantages, such as increased student cooperation, and new friendships were formed. The teachers were also found to appreciate the time saved using self and peer correction.