Effectiveness of Three Different Error Correction Methods on ESL Korean Children’s Recount Writing

This case study aims to explore effective error correction methods for two Korean ESL children’s writing skills (recounting task), in terms of accuracy, fluency and attitude. Three different error correction methods—written comments by the researcher, focusing on meaning (Case 1), direct error correction by the researcher, focusing on the form (Case 2), and self-directed error correction by the participants, using checklists (Case 3)—were applied over a period of 7 months in an Australian context. The results of the analysis showed that for participant B, who was 7 years old and a more advanced writer of English than participant A, self-directed error correction using checklists (Case 3) was the most effective method for assessing fluency and accuracy as well as attitude. Yet, for participant A, who was 5 years old and an early beginner in her writing, Case 1 seemed to be more effective in terms of fluency and attitude, and Case 3 was likely to be more effective in terms of accuracy.