Ruja Pholsward

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The paper reports on an exploratory study of error treatment strategies used by NS and NNS ESL writing teachers at four Thai universities. In the study, the researcher investigated two important issues for ESL writing teachers: (a) how and to what extent they should tackle errors in students' work, and (b) how they can make their error treatment strategies sufficient to facilitate students' self-correction while not disparaging the latter with heavy marking or editing. Empirical data was collected from 32 university writing teachers by means of interview and questionnaire2. The findings reveal teachers' attitudes toward errors—part of the learning process or the teacher editing or correcting responsibility—as determinants for their choice of error treatment strategies, which tend to set priority either in correctness or communication. The results also point to a need for NS and NNS writing teachers to adjust their strategies for effective teaching.



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