Welcome to the InfoSci Platform
Error Treatment in L2 Writing: Fostering Social Justice by Using Active Self-Correction With Multilingual and Multicultural Students

Error Treatment in L2 Writing: Fostering Social Justice by Using Active Self-Correction With Multilingual and Multicultural Students

Eleni Meletiadou
Copyright: © 2023 |Pages: 23
ISBN13: 9781668450833|ISBN10: 1668450836|ISBN13 Softcover: 9781668450871|EISBN13: 9781668450840
DOI: 10.4018/978-1-6684-5083-3.ch001
Cite Chapter Cite Chapter

MLA

Meletiadou, Eleni. "Error Treatment in L2 Writing: Fostering Social Justice by Using Active Self-Correction With Multilingual and Multicultural Students." Handbook of Research on Fostering Social Justice Through Intercultural and Multilingual Communication, edited by Eleni Meletiadou, IGI Global, 2023, pp. 1-23. https://doi.org/10.4018/978-1-6684-5083-3.ch001

APA

Meletiadou, E. (2023). Error Treatment in L2 Writing: Fostering Social Justice by Using Active Self-Correction With Multilingual and Multicultural Students. In E. Meletiadou (Ed.), Handbook of Research on Fostering Social Justice Through Intercultural and Multilingual Communication (pp. 1-23). IGI Global. https://doi.org/10.4018/978-1-6684-5083-3.ch001

Chicago

Meletiadou, Eleni. "Error Treatment in L2 Writing: Fostering Social Justice by Using Active Self-Correction With Multilingual and Multicultural Students." In Handbook of Research on Fostering Social Justice Through Intercultural and Multilingual Communication, edited by Eleni Meletiadou, 1-23. Hershey, PA: IGI Global, 2023. https://doi.org/10.4018/978-1-6684-5083-3.ch001

Export Reference

Mendeley
Favorite

Abstract

Providing feedback is considered to be an ethical and professional responsibility of the lecturer in higher education institutions (HEI). However, students—especially low-achieving multilingual and multicultural students from minority groups—seldom make good use of the feedback and often repeat the same mistakes in subsequent writing assignments. The current study investigated the impact of lecturer e-correction (digital pen – DP) and students' active self-correction (ASC) on multilingual and multicultural undergraduate students' writing performance in a HEI in the UK. Findings indicated that self-correction improved students' writing performance. Students also found the self-correction method difficult but rewarding. The chapter provides recommendations for further research and highlights implications for theory and practice.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.