USING ERROR ANALYSIS IN TEACHING ENGLISH WRITING: AN ACTION RESEARCH PROJECT AT A SECONDARY SCHOOL IN HUNG YEN PROVINCE

DOI: 10.18173/2354-1075.2023-0081

Tóm tắt

Errors serve not only as indicators of learners' linguistic challenges but also as valuable feedback on their overall writing proficiency. With the aim of helping English-as-a-foreign-language learners to be aware of the errors they make and the importance of error analysis in improving their writing, we conducted a two-cycle action research project at a secondary school. Twenty grade-nine students were chosen as participants in the study. The data was collected from the participants’ answers to the pre-and post-tests, ten writing tasks in the lessons where error analysis was employed, and a questionnaire regarding their opinions of using error analysis in teaching and learning English writing. The analysis of the errors indicates that the students have made progress in their writing after ten lessons using error analysis. Additionally, the students’ answers to the questionnaire show that using error analysis has enhanced their writing, notably in the areas of error awareness, habitual reviewing, and editing.