ASSESSING THE IMPACT OF ERROR CORRECTION TECHNIQUES ON WRITING PROFICIENCY OF BS EFL LEARNERS AT QURTUBA UNIVERSITY OF SCIENCE AND INFORMATION TECHNOLOGY, PESHAWAR

Abstract

The present study explores the effectiveness of various error correction methods, in improving the writing proficiency of BS EFL students studying at Qurtuba University of Science and Information Technology Peshawar. A mixed-methods approach (qualitative and quantitative) was employed, analyzing data from 80 students divided into three experimental groups (direct, indirect, and peer feedback) and one control group. the mean achievement scores of the study participants in both the experimental and control groups were the same in the pre-test assessment. However, there was a significant difference between study participant groups in the post-test assessment score. Substantial improvements were observed in the direct feedback group, followed by the indirect feedback and then the peer feedback group with almost no change in the score as compared to the pre-test. In response to a question on preferred feedback techniques, 45% of respondents said they preferred direct correction since it was clear and quick. Followed by Indirect Corrective Feedback, which was favoured by 30% and only 20% of respondents liked peer review. However, according to the results of the study, the participants who had received written corrective feedback (WCF) significantly improved their writing proficiency. As a result, it is deduced that corrective feedback among other pedagogical strategies is essential in enhancing the writing proficiency of Learners even though direct WCF was still the most effective strategy among EFL university entrants in improving their writing skills.

Keywords: Error Correction, Writing Proficiency, EFL, Direct Feedback, Indirect Feedback, Peer Review