AMA Computer Learning Center (ACLC) Tacloban

The Error Correction Methodologies of ACLC Senior

High School English Teachers

Researchers:

(Group 1)

Tupaz, Sheleste Ann Marie C. Marcos, Carl Lawrence J.

Palmitos, Czarisha Liz D. Achaso, Mary Joy P.

Grothe, Jerlie Anne Mae G. Engracial, Harley Jane P.

Cabelic, Rochelle G. Lagahit, John Troy D.

Custodio, Joy L. Raagas, Janine B.

Block 19 – STEM
 Chapter I

INTRODUCTION

Background of the Study

Choosing this topic emphasizes the curiosity of the students of ACLC College of Tacloban

about how an English teacher corrects errors in written and spoken language.

The purpose of this research is to analyze the methods by which English teachers at ACLC

College of Tacloban correct the errors of students and what strategies they use. As of now, many

people will struggle with writing essays, paragraphs, etc. They encountered a lot of mistakes, like

how to put the correct punctuation marks. The usefulness of these techniques has drawn more

attention in recent years.

As an essential part of communication, language plays an integral role in our everyday lives.

With the increasing importance of the English language in the globalized world, it is no surprise that

educators focus on developing students' English proficiency at an early stage. However, in the

process of teaching English, teachers may encounter errors made by their students. Therefore, it

becomes crucial for educators to use effective error correction methodologies to help their students

overcome their language difficulties.

Error correction methodologies are techniques used to identify and rectify errors in

communication. The need for these methodologies arises due to factors such as noise, interference,

and distortion in communication channels. These factors can lead to errors in data transmission,

resulting in incorrect information being received by the recipient. The goal of the study is to

comprehend the various error correction techniques employed by senior high school English teachers

at the ACLC and how well they work to raise students' language proficiency. The study will also

look into the variables that affect the teachers' selection of error correction techniques.

To gather data for the study, qualitative research techniques like observations, interviews, and

document analysis will be used. Through this study, we can gain insights into the different error
correction methodologies used by ACLC senior high school English teachers and their effectiveness.

The study can help identify the most effective error correction methodologies that teachers can use to

improve their students' language proficiency. Moreover, it can help educators understand the factors

that influence their choice of error correction methodologies, such as students' level of language

proficiency, learning style, and cultural background.

The study's objective is to investigate and assess the various error-correction methods

employed by English teachers at ACLC Senior High School. The study will look at the various

approaches used by these instructors and gauge how well they work to rectify students' mistakes.

This will give important insights into the best methods for error correction in the teaching of the

English language. Teachers' error correction has many advantages for people who have grammatical

errors in their writing. They can help find the grammatical mistakes of the students so that they will

know where they made a mistake.

In conclusion, the study of the error correction methodologies used by ACLC senior high

school English teachers is crucial to developing effective teaching strategies to improve students’

language proficiency. Through this study, we can gain insights into the different approaches used by

educators to correct students' errors and identify the most effective ones. The study can help

educators develop new and innovative error correction methodologies that can enhance their

students' language proficiency.

Ultimately, this research can contribute to the overall improvement of English language

education in the Philippines. Therefore, we, the researchers, got very interested in knowing how or

what strategies are used by the English teachers of ACLC Senior High School when they are

correcting errors, and so we decided to conduct this paper.

Statement of the Problem

The study aims to investigate the error correction methodologies employed by ACLC Senior

High School English teachers and its effectiveness in improving the English language proficiency of

the students. Specifically, this study seeks to answer the following research questions:

 How do students commit errors in their English classes?

 How do SHS English Teachers provide corrections for the students?

 How can ESL (English as a second language) teaching learning be improved through error

correction?

 What are the strategies that SHS English Teachers do to help students to improve their

English grammar?

Scope and Delimitation

The study covered the relationship between English Teachers and Student's grammar. This

research focuses on how English Teachers provide corrections to their Students' grammar errors.

Thus, the main source of data will be gathered through one on one interviews using a questionnaire

prepared by the researchers.

The researchers selected English Department teachers in AMA Learning Computer

Center(ACLC), Zamora Branch. The complexity of the English language to other students limits this

study. Furthermore, this study will only be limited to Senior High School English Teachers in

Zamora.

Theoretical Framework

First is the Second Language Acquisition Theory (Krashen ,1967). According to this theory,

learning a language happens naturally via exposure to it, and making mistakes is a normal part of the

process. It contends that language acquisition occurs through creation, interpretation of information,

and feedback on one's own productions, also this theory contends that extensive application of a

language's grammatical rules is not necessary to acquire it. All that is required are meaningful
language exchanges, which typically put more emphasis on the message being expressed than on

rules of grammar and usage. Language proficiency is acquired by the process of taking in

understanding material, not through formal schooling or instruction in the grammar or reading of the

language.

Next, is the Noticing Hypothesis proposed by Schmidt (1990) is a fundamental theory in second

language acquisition that suggests that learners must first become aware of their errors before they

can begin to correct them. This means that learners need to notice the errors they make in order to

identify what they need to improve. According to this theory, the correction of errors should be done

in a way that helps learners to notice their errors and understand how to correct them.

The study aims to investigate the error correction methodologies used by ACLC Senior High School

English teachers and how these methodologies align with SLA theories, including the Noticing

Hypothesis. By evaluating the methodologies used by the teachers, the study aims to determine how

effective they are in improving the English language proficiency of the students. The study is

important because it will provide insights into the teaching practices of English teachers in ACLC

Senior High School and how these practices relate to SLA theories. It will also highlight the

effectiveness of these practices in improving students' language proficiency.

The results of this study can be used to improve the teaching practices of English teachers and

enhance the English language learning experience of students. In conclusion, the Noticing

Hypothesis is an important theory in SLA that emphasizes the need for learners to become aware of

their errors in order to correct them. The study aims to evaluate the error correction methodologies

used by ACLC Senior High School English teachers and determine how effective they are in

improving students' language proficiency. The findings of this study will have practical implications

for the teaching practices of English teachers and the English language learning experience of

students.

Lastly, the error Correction in Second Language Writing Theory by Victor Albert Francis S.

Corpuz. According to this theory, error correction is perhaps the most popular approach to

addressing student writing. Although many studies have explored the effectiveness of providing error
correction, few studies have considered students' beliefs, practices, and preferences for written error

correction. Focus group interviews, on the other hand, indicate that students believe that correcting

mistakes by teachers helps them find mistakes and improve their writing. This is because students

believe that the benefits of providing feedback on their writing outweigh the obvious drawbacks of

the teacher's written error correction methods. Interviews and observations were conducted with two

ESL teachers and two groups of intermediate-level 2 adult students.

The theory adopted was the Cognitive theory by Jean Piaget (1936), which states that

language learning is a complex process, involving the acquisition of knowledge and skills to enable

the learner to produce and understand language. This study is a cognitive theory that states that

language is acquired through the process of understanding and producing meaningful messages. The

theory suggests a system of mental presentation, and that learning language is a process of

constructing and transforming. Additionally, it states that language is learned best when learners are

actively engaged in meaningful communication. This study will focus on the errors committed, and

the strategies employed by SHS English teachers to provide effective corrections. Acquisition

learning is a theory developed by Stephen Krashen, which argues that there are two ways of

developing language ability. The acquisition involves the subconscious acceptance of knowledge

where information is stored in the brain through the use of communication. The theory of acquisition

is an important part of second language acquisition and has been used to explain how children and

adults learn a language. It has also been used to help inform the teaching of language to second

language learners. Nonetheless, much of Krashen’s work is consistent with research on first language

acquisition, particularly research that emphasizes the importance.

Significance of the Study

The significance of this study is to highlight the importance and effectiveness of error

correction methodologies used by ACLC senior high school English teachers in enhancing students'

language proficiency. It aims to contribute to the improvement of teaching and learning strategies

among English Language teachers, as well as provide insights into their current practices when it

comes to error correction. The findings can assist in the development and implementation of more
effective teaching training programs, which can benefit both teachers and students. Furthermore,

certain individuals will profit from this, such as;

 English language teachers

The research findings can be helpful for English language teachers, as it can provide them

with insights into effective error correction methodologies that can be used in the classroom.

Teachers can use these findings to improve their error correction strategies and enhance their

teaching practices.

 Students

The research findings can also be useful for students, as it can help them understand how

errors in their writing are corrected by their teachers. Students can use this information to improve

their writing skills and avoid common errors.

 School administrators

The research findings can be helpful for school administrators, as it can provide them with

insights into the effectiveness of English language education in their school. Administrators can use

this information to develop policies and programs that can improve the quality of English language

education in the school.

 Education Policymakers

The research findings can be useful for education policymakers, as it can inform the

development of policies and programs aimed at improving English language education in the broader

educational system.

 Future researchers

The research findings can be valuable for researchers interested in the area of English

language education, particularly in the area of error correction methodologies. The findings of this

study can serve as a basis for further research on this topic.

Definition of Terms
This has operational information and has its own meaning depending on our research paper,

or what we called Contextual information that is related to what is our topic all about.

Error Correction

This is what we are focusing in this research paper.

Implementation

The application of teaching methods of this research topic.

Acquisition

It is the act of acquiring something.

Theory

The previous observation and experiences of the previous researchers.

Study

To have new information and knowledge about this topic.

Effectiveness

The effect of the Teachers in how they correct their students.

Chapter II

Review of Related Literature

This chapter provides the relevant studies and literature that the researchers took into

consideration in strengthening the importance of the current study. Moreover, it provides a synthesis

of the capacity to completely understand research for better comprehension of the study.

Foreign Literature
 Error correction facilitates the acquisition of conscious knowledge about the target language.

Learners become aware of the differences between their production and the appropriate usage of the

language when they receive feedback on their faults. They may recognize and integrate the rules and

patterns of the second or foreign language more quickly thanks to this awareness. Learners gradually

get a stronger comprehension of the language's grammar, vocabulary, syntax, and pronunciation

through frequent exposure to error correction. Error correction is considered a way to develop the

competence of language learners in a second or foreign language. It can be used to attain conscious

knowledge of a second or foreign language and to learn the language’s rules (Virlan, 2022).

Absalomov et al. (2022) distinguished the types of errors. The first is when a learner lacks

appropriate language proficiency; it’s called ‘errors’. They might make a mistake because they have

no prior information to draw upon if they have never been exposed to the language. These are

referred to as "tries" or errors, which could result from faulty learning of a language and appear to be

correct to the person doing them. Another one is slip, which occurs when a learner is fluent in the

language but, because of the speed of the conversation or other circumstances, gives the impression

to native speakers that we are mispronouncing a word or mucking up the words in an idiom that we

have used a million times. The last one is a mistake; it happens when a learner loses track of the

language they have already mastered. They have the language; the problem is that they haven't

accessed it properly. Even when performing a fluency exercise, mistakes should be fixed right away.

If you correctly recognized the issue as a mistake rather than an error, the solution should be simple

and quick. This article also states that errors are the hardest to fix because you have to provide the

learner with both the solution and the knowledge they need to understand what they did wrong.

Errors should always be fixed, but you must be extremely careful about when and how to do it.

Knowing when, whether, and how to correct students presents one of the largest difficulties for

teachers.

Learning the abilities of speaking, reading, and writing are necessary for learning a second

language. The learner can effectively communicate with others by understanding, producing, and
using the language using these four skills. Writing is the most challenging of these four abilities.

Since students lack language proficiency and have a weak vocabulary and grammatical knowledge,

writing is regarded as the most challenging task for them to do (Alghazo and Alshraideh, 2020).

Teachers must be the source of reinforcement and punishment for students’ speaking

(Ebrahimi and Ferdowsi, 2023). Teachers have a big impact on whether pupils receive recognition

for their flawless speaking or are disciplined when they make mistakes. In this context, teachers were

considered the authoritative figures and models of the ideal classroom, while the significance of the

learners was deemed to be diminishing. In their speaking, students only created certain outputs, and

it was the professors' responsibility to consider them and offer either direct or indirect criticism.

Based on the article "EFL Teachers’ Error-correction Strategies in Speaking Classes: A Study of

Experienced and Novice Iraqi Teachers’ Perceptions" by Ebrahimi and Ferdowsi (2023), most

teachers agreed that mistakes shouldn't be remedied immediately by interfering with students.

Therefore, the delayed form of mistake correction received top priority, whereas the quick type of

error correction received bottom priority. You can delay the error correction, but you can't disregard

it.

It is supported by the article "An Intercultural Perspective of Errors and Student Learning in

English as a Foreign Language Context," authored by Esther Somé-Guiébréi (2021), "that the

treatment of students' errors could affect language learning as they can be conducive to error

stabilization and even error fossilization. By denying students pedagogical interventions and not

considering psychological factors, teachers fail to assist their learners in improving their learning

abilities. They are somewhat encouraging and perpetuating the errors made by their students." This is

why teachers need to embrace student-centered strategies and cultivate a positive attitude toward

their students' mistakes. Utilizing student-centered strategies will reduce the psychological stress that

blocks learning and encourage the learning skills necessary to avoid the fossilization of errors.

Local Literature
 Writing proficiency is a requirement for pre-service teachers, so their English teachers must

regularly assess errors and conduct intensive intervention sessions using the right instructional

techniques to address their writing needs and issues. As was established in the argument above, the

results of error analysis alert teachers and curriculum developers to the nature of the language

acquisition process. Undoubtedly, English teachers must consider their students' writing talents in

order to develop plans and help them construct proper sentences (Domantay, 2018). Teachers must

first comprehend the various types of writing errors that children make in order to implement change.

According to Yakub and Hossain's (2018) research, interlingual and intralingual sources are

to blame for the omission, addition, misstatement, and disordering of tertiary-level students' English

written texts. Students typically utilize the erroneous form of words with suffixes like "s," "es," and

"ed" when they are misinformed. According to the researchers, if misinformation and omission are

avoided or reduced, other forms of errors, such as addition and ordering, would be eradicated.

Writing is a means of expressing one's thoughts, ideas, and feelings in which the text is put

together, the concepts are developed through sentences and paragraphs, and all grammatical

conventions are followed (Hedge, 1988). Throughout their academic careers, students must learn to

write since it allows them to coherently convey their thoughts and feelings through well-written

prose (Afrin, 2016). According to the 2012 National Center for Education Statistics (NCES), only

around 75% of children and adolescents in the nation can produce texts that are thought to meet

grade-level norms, which indicates that a sizeable section of the population finds writing

challenging. Similarly, high school graduates lack the skills necessary for college-level composition

courses (ACT, 2007). The University of South Florida Writing Center identified run-on sentences,

comma splices, and fragments as common sentence issues in 2013. Quibol-Catabay (2016)

investigated the frequency and types of sentence errors generated by students at the Andrews

Campus of Cagayan State University in Tuguegarao City. She found that students' most frequent

error is employing sentence fragments, which are a type of sentence structure. In a study that found

run-on sentences, fragmented sentences, and sentence structures in Taiwanese students' writing, Lin
(2002) and Hsin (2003) made a similar observation. Chen (2006) cited this research. Sentence issues,

therefore, continue to be a big difficulty when students are asked to write.

In a discussion, oral communication makes sense since the participants are negotiating

meanings back and forth. The most frequent types of transfer errors were found to be grammatical,

particularly in the use of verbs, pronouns, and prepositions; lexical, semantic, and mechanical errors

did not present a significant problem. On the other hand, written communication is read; as a result,

misinterpretations of the meanings of the message being transferred are inevitable and occasionally

worsened. The type and quantity of transfer faults that emerged in their written compositions

revealed that students enrolled in different programs had differing linguistic demands. The researcher

advises curriculum developers of the K–12 program to take into account the implications produced

by the analysis of this study while preparing or revising the basic education curriculum for the senior

high school based on the findings and conclusions drawn from the study. The researcher also exhorts

basic education instructors and English professors to focus more on teaching grammar, and reading

comprehension to balance meanings and enrich vocabulary, and spelling to prevent recurrent transfer

errors in their student’s written work. (Alieto et al., 2019).

This study indicates that oral error correction has no connection to English language anxiety.

Oral error correction is a strategy that English teachers should continue doing with their

undergraduate students who choose English as their major since it reduces learners' anxiety while

they are learning the language (Guibangguibang, 2020). When a student produces something

incorrectly, the teacher and other students provide feedback orally on the production in a second

language (L2; Li, 2018). However, oral reprimand frequently results in rage, inferiority complexes,

embarrassment, and a general lack of respect for the class (Argüelles, Méndez, and Escudero, 2018;

citing Truscott, 1997). This procedure is known as "apprehension about communication," which is

the degree of worry or anxiety a person feels about potential or actual communication or a

communication that is planned to occur with another person or people (Hashemi, 2016). As

demonstrated by McCroskey, communication apprehension is a person's fear of communication

(Guibangguibang, 2020). The researcher in this study argues that error analysis can be used as an
approach to enhance the English writing abilities of learners. By identifying common sentence

errors, teachers can implement interventions or programs to assist learners in mastering grammar

rules while they write sentences. Therefore, the researcher examined prevalent sentence errors in the

sentence structures of Grade 11 students studying 21st-century literature from the Philippines and

around the world. The study primarily focused on the syntax of sentences because they constitute the

fundamental and understandable components of language. Making mistakes is an inevitable part of

the learning process; as it is said, "to err is human." In the context of learning English as a Second

Language (ESL), both learners and teachers often make numerous errors in syntax and semantics.

Among the four major skills, writing is the most intricate to acquire since it requires significant time

to master the complexities of grammar rules. Heaton (1988) emphasized that "writing skills are

complex and certainly difficult to teach, requiring not only grammatical and theoretical knowledge

but also conceptual and evaluative aspects." (Dichoso, 2021).

Foreign Studies

The term "error correction" refers to a unique approach to errors in order to make things right

and encourage competence (YUSNIDAR, 2018). It has been suggested that error repair is a process

that fosters effective teamwork (Shaw, 1932; Sniezek and Henry, 1989). According to James (1998),

correction is a better rendition of what the first speaker was trying to communicate. In this study, the

researcher developed error correction as a particular therapy, including explicit recasting,

clarification requests, metalinguistic feedback, elicitation, and repetition.

Local Studies
 According to Nunn (2019), in the context of a language class, it is customary for instructors

to endeavor to rectify any errors that may be present. Within the domain of language acquisition and

language learning, the act of rectifying these inaccuracies is frequently denoted as corrective

feedback. Corrective feedback is the act of providing a response to learner utterances that contain an

error. The notion of corrective feedback in language acquisition is a complex and multifaceted

phenomenon that serves diverse purposes. The intricate nature of corrective feedback is apparent in

the ongoing discourse and varied viewpoints among scholars in this domain, who advocate for the

prompt correction of errors made by students. It asserts that allowing linguistic errors in the

classroom could hinder the enhancement of students' linguistic proficiency. Hence, it is probable that

students may persist in committing identical errors throughout their educational trajectory.

According to Guibangguibang (2020), the study recorded classroom interactions by means of

a MONACORR audio recorder during hour-long sessions with each teacher. Without the knowledge

of the students, the recording device was strategically positioned with a teacher to document genuine

instances of oral error corrections. Upon transcription of the recorded interactions, the various styles

of oral error correction were identified, categorized, and subsequently subjected to analysis.

Subsequently, a questionnaire that was self-constructed was disseminated to the students in order to

ascertain the frequency of the occurrence of the aforementioned styles of error correction. The data

were analyzed using statistical techniques including frequency count, weighted mean, and Chi-

square tests. The study's results indicate that the primary oral error correction strategies employed by

English teachers were elicitation, explicit correction, recasting, and repetition. The study's results

suggest that there is no significant correlation between oral error correction and the level of English

language anxiety experienced by students majoring in English. Hence, it is advisable for English

instructors to persist in employing verbal error correction, as it does not considerably elevate levels

of anxiety among undergraduate students who are pursuing a major in English.

 The analysis of errors is a useful instrument for language instructors to identify and scrutinize

the errors committed by language learners, thereby facilitating the provision of focused assistance

and augmenting the process of language acquisition. The objective of this descriptive-qualitative

investigation was to scrutinize the errors committed by fifteen participants enrolled in the Special

Program for Journalism while composing their essays. The present study utilized Corder's stages of

an error analysis framework to scrutinize the errors. The findings of the study indicate that the

subjects committed a total of twenty distinct error types, which can be classified into two tiers: errors

at the sentential level and errors at the word level. Frequently, there are instances of misused

grammar concepts such as subject-verb agreement, verb tense errors, and flawed preposition usage.

On the other hand, the participants exhibited a relatively low frequency of errors related to

inappropriate usage of pronouns. The errors detected in the compositions of the participants were

attributed to various factors, including the impact of their primary language, a lack of attention, and

inadequate competence in the language being studied. In light of the aforementioned situation, it is

imperative that language instructors engage in a process of critical reflection, restructuring, and

adaptation of their pedagogical approaches and techniques in order to effectively address the

aforementioned grammatical concepts. The implications of the study suggest that language

instructors and curriculum developers may employ them to create interventions or establish a

corrective feedback system that focuses on these particular grammatical learning deficiencies, thus

aiding students in achieving mastery of the subject matter (Sarasua, 2021).

According to Capili and Mendoza (2022), they investigated the relationship between financial

inclusion and economic growth in the Philippines using vector error correction models (VECM).

Financial inclusion refers to the accessibility of financial services, while economic growth represents

the expansion of output and income. The study utilizes multivariate time series analysis to capture

both the long-term equilibrium relationship and the short-term dynamics between these variables. By

incorporating error correction terms, the research accounts for the possibility of a causal relationship

and feedback mechanisms between financial inclusion and economic growth. VECMs are utilized to

analyze the long-run equilibrium relationship and short-run dynamics between these variables.
VECMs are suitable for studying non-stationary variables and capture both the speed of adjustment

towards equilibrium and the direction of causality.

The correction of errors in foreign language classrooms is a crucial aspect that demands

proactive attention. Ancho (2019) posits that it is imperative to have error correction mechanisms

and effective classroom management strategies in place, as students are susceptible to committing

errors during the language acquisition process. Establishing a classroom environment that is

nurturing and fosters a sense of worth for students, whereby they are regarded as individuals with

potential for development, can facilitate their perception of error correction as a chance for personal

advancement and the acquisition of knowledge. By establishing a conducive environment that

promotes a constructive approach toward rectifying errors, learners are motivated to assimilate

knowledge from their errors and enhance their linguistic proficiency. The author highlights the

significance of incorporating error correction as an integral component of a comprehensive

pedagogical approach, thereby fostering a sense of appreciation and encouragement among learners

in their pursuit of language acquisition. The statement underscores the importance of employing

effective error correction techniques in second-language instructional settings, with the ultimate goal

of fostering a positive and productive learning milieu.