Learners' Beliefs and Engagement of Grammar Correction in L2 Writing Process

The present study is an attempt to integrate the framework of both second language (L2) writing and second language acquisition (SLA) studies in order to explore the relationship between learners' utilization of grammar correction and their beliefs about the role of correction. Two aspects of the role of grammar correction were examined: (a) learners' use of correction in the revision process and (b) the effects of correction on learners' L2 accuracy development (i.e., English articles). Data (i.e., learners' essay writing with teacher feedback, three timed-writing tests, and three semi-structured interviews with individual learners) obtained from ten learners enrolled in writing classes in Korea were analyzed. The research found that most students deemed grammar correction important, but it yielded a complex picture of student attitude toward the teacher's grammar correction. Grammar correction was helpful in editing learners' drafts and for L2 development when given to learners who were willing to engage in integrating the corrections. In other words, it was found that learners' beliefs and attitudes toward teacher feedback could impact the extent to which individual learners processed and integrated the corrections.