This study investigated the effectiveness of self-correction in writing of Spanish L1 students of Korean as a Foreign Language. The subjects were 23 Spanish students majoring in Korean in university. The writing activities consisted of Spanish-Korean back translation prepared by the teacher. L2 learners self-corrected their errors while indirect feedback was provided in the classroom and then uncorrected errors were examined; L2 students observed the feedback provided by the teacher to their fellow learners during class time and corrected their own errors based on the model texts of their peers. During the self-correction process, students could ask questions or discuss with their peers and the teacher and referred to textbooks, class materials, note taking, and dictionaries. The results showed that the learners’ uncorrected errors could be classified into orthographic errors (53.6%), particle errors (19.9%), conjugation errors (17.1%), and lexical errors (9.2%). More than half of the errors that were not self-corrected were grapho-phonological errors: consonant errors (31.8%) were more frequent than vowel errors (21.8%). It is largely attributable to Spanish L1 learner’s difficulty with noticing certain Korean phonemes due to the interference of their mother tongue.
1. Introduction
2. Literature Review
3. Methodology
4. Results and Discussion
5. Conclusion
References