Does the coupling of error log maintenance with individualized conferencing improve the writing of L2 students? /

Abstract

Second language learners are frequently frustrated by their seeming inability to produce grammatically, lexically, and syntactically "polished" compositions in English and by their repetition of errors despite correction by instructors. Meanwhile, current studies debate the value of instructor correction of errors in L2 student writing. The focus of this study was the improvement ofL2 written discourse through student maintenance of error logs, combined with conferencing. Indirect coded feedback was given to four English language learners enrolled in a university intensive English program. The students produced first drafts, second drafts, and final versions of three paragraphs and two essays. After each draft, students maintained error logs and met with their instructor to discuss grammatical errors. The results indicate that the combination of indirect coded feedback accompanied by error logs and follow-up conferencing did not produce a significant long-term increase in writing proficiency but did demonstrate short-term decreases in error.