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How EFL students can use Google to correct their “untreatable” written errors

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How EFL students can use Google to correct their “untreatable” written errors

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dc.contributor.author Geiller, Luc es_ES
dc.date.accessioned 2017-05-25T12:33:19Z
dc.date.available 2017-05-25T12:33:19Z
dc.date.issued 2014-09-25
dc.identifier.uri http://hdl.handle.net/10251/81755
dc.description.abstract [EN] This paper presents the findings of an experiment in which a group of 17 French post-secondary EFL learners used Google to self-correct several “untreatable” written errors. Whether or not error correction leads to improved writing has been much debated, some researchers dismissing it is as useless and others arguing that error feedback leads to more grammatical accuracy. In her response to Truscott (1996), Ferris (1999) explains that it would be unreasonable to abolish correction given the present state of knowledge, and that further research needed to focus on which types of errors were more amenable to which types of error correction. In her attempt to respond more effectively to her students’ errors, she made the distinction between “treatable” and “untreatable” ones: the former occur in “a patterned, rule-governed way” and include problems with verb tense or form, subject-verb agreement, run-ons, noun endings, articles, pronouns, while the latter include a variety of lexical errors, problems with word order and sentence structure, including missing and unnecessary words. Substantial research on the use of search engines as a tool for L2 learners has been carried out suggesting that the web plays an important role in fostering language awareness and learner autonomy (e.g. Shei 2008a, 2008b; Conroy 2010). According to Bathia and Richie (2009: 547), “the application of Google for language learning has just begun to be tapped.” Within the framework of this study it was assumed that the students, conversant with digital technologies and using Google and the web on a regular basis, could use various search options and the search results to self-correct their errors instead of relying on their teacher to provide direct feedback. After receiving some in-class training on how to formulate Google queries, the students were asked to use a customized Google search engine limiting searches to 28 information websites to correct up to ten “untreatable” errors occurring in two essays completed in class. The findings indicate that a majority of students successfully use material from the various snippets of texts appearing on the Google results pages to improve their writing. es_ES
dc.language Inglés es_ES
dc.publisher Universitat Politècnica de València
dc.relation.ispartof The EuroCALL Review
dc.rights Reconocimiento - No comercial - Sin obra derivada (by-nc-nd) es_ES
dc.subject Data-driven learning es_ES
dc.subject Google-driven language learning es_ES
dc.subject learner autonomy es_ES
dc.subject Error treatment es_ES
dc.subject Self-correction es_ES
dc.subject Language awareness es_ES
dc.title How EFL students can use Google to correct their “untreatable” written errors es_ES
dc.type Artículo es_ES
dc.date.updated 2017-05-25T10:54:47Z
dc.identifier.doi 10.4995/eurocall.2014.3633
dc.rights.accessRights Abierto es_ES
dc.description.bibliographicCitation Geiller, L. (2014). How EFL students can use Google to correct their “untreatable” written errors. The EuroCALL Review. 22(2):26-45. https://doi.org/10.4995/eurocall.2014.3633 es_ES
dc.description.accrualMethod SWORD es_ES
dc.relation.publisherversion https://doi.org/10.4995/eurocall.2014.3633 es_ES
dc.description.upvformatpinicio 26 es_ES
dc.description.upvformatpfin 45 es_ES
dc.type.version info:eu-repo/semantics/publishedVersion es_ES
dc.description.volume 22
dc.description.issue 2
dc.identifier.eissn 1695-2618


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