An Interactive Training Tool for Student Self-Correction of Language Errors

This session presents a project aimed to create an innovative training tool containing instructional videos and interactive activities, through which students at tertiary-level EMI institutions in Hong Kong and elsewhere can improve their ability to identify and correct basic language errors in their writing drafts. Many such students have already had years of language instruction but still make basic errors in their writing, Such errors can be “stigmatizing” and affect readers’ appraisal not only of a piece of writing but also of the writer in a variety of contexts, including the workplace (Ferris & Ekstein, 2020, p. 303). The training tool aims to give confidence to students that eliminating a range of errors from their writing is well within their capabilities. Indeed, Ferris (2017) emphasizes the importance of students developing such self-correction skills in place of instructors spending large amounts of time providing them with corrective feedback, the effects of which on their language development are problematic at best.

This project also addresses an instructional challenge that EAP instructors often face in their teaching practice: how to foster better language accuracy in student writing, especially among students entering with relatively low levels of English proficiency. Although language instruction and practice remain important, the time constraints point to the need for students to engage in independent work outside of the classroom to meet their own specific language needs (Li & Hegelheimer, 2013). This project aimed to provide students with further independent means to work towards meeting those needs in a manner directly related to clear and accurate communication in their university assignments.

The training tool consists of 4 components:
a brief instructional video showing typical errors for a particular language area (e.g. Simple present tense) and how to correct them in a paragraph; a guided editing activity; and a free editing activity. Eight language areas were identified where students commonly made areas and contextualized paragraph-level texts were created to illustrate typical mistakes. Students received automatic feedback and could redo the activities if desired.

A pre-test and post-test with 82 students were conducted at the beginning of the semester, and the results were found to have a significant medium difference, though test effects might have influenced the higher post-test results. A survey was also completed by 25 of the students, the majority of whom found the tool to be useful and, encouragingly, enjoyable.