Exploring Elf Teachers' Strategies of Error Correction on Students' Paragraph Writing Tasks: In Case Of Isera Woreda Secondary Schools Grade 11 Students

Abstract

The purpose of this study was to explore teachers' strategies of error correction on students' paragraph writing tasks at Isera woreda selected secondary schools. For the study, required data were collected through interviews, questionnaire and observation. The participants of the study were four secondary school grade 11 English languages teachers and 180 students of the study areas. Participants were randomly selected. The research had descriptive design. With respect to data analysis; both qualitative and quantitative methods were applied. The findings of students’ questionnaire can be forwarded that teachers were not use Meta linguistic codes whenever giving error correction. More importantly, students responded that some of the teachers never give comments properly and simply give marks without showing or indicating the erroneous parts. Therefore, based on the result of the study; it is recommended that teachers should involve students in the process of correcting errors as much as possible. In addition teachers should use clues or any clear ways in giving correction and create a common understanding on the codes they use.