Grammatical accuracy and learner autonomy in advanced writing

Caroline H. Vickers

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EFL/ESL Teaching and Learning Second Language Acquisition and Learning Linguistics and Language Analysis

Abstract

This paper aims to explore advanced ESL learners’ ability to make improvements in grammatical accuracy by autonomously noticing and correcting their own grammatical errors. In the recent literature in SLA, it is suggested that classroom tasks can be used to foster autonomous language learning habits (cf. Dam 2001). Therefore, it is important to consider classroom tasks that encourage autonomous language learning behaviour. Working with 13 advanced ESL composition students, we engaged the subjects in an explicit task in which they compared their own use of grammatical form in their own written output to the use of grammatical form as used in a text written by a native speaker. Based on the comparison between their own written output and the native speaker text, subjects subsequently corrected their grammatical errors. Results suggest that such a comparison task is beneficial in allowing learners to make gains in grammatical accuracy.

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References

1995How Languages Are Learned 1998Focus on form in classroom second language acquisition 1997Autonomy and independence in language learning 2002OUTPUT, INPUT ENHANCEMENT, AND THE NOTICING HYPOTHESIS 1991The Preferences of ESL Students for Error Correction in College‐Level Writing Classes 2001Exploring the role of noticing in a three-stage second language writing task

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2019The effects of peer assessment on learner autonomy: An empirical study in a Chinese college English writing class 2012Self‐assessment methods in writing instruction: a conceptual framework, successful practices and essential strategies 2011EMERGING TECHNOLOGIES AUTONOMOUS LANGUAGE LEARNING 2014University EFL Learners’ Perceptions of Their Autonomous Learning Responsibilities and Abilities 2013The Effect of Implicit and Explicit Grammar Instruction on Learners’ Achievements in Receptive and Productive Modes

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