| Summary: | 碩士 === 中華大學 === 資訊管理學系(所) === 98 === Error Correction plays an important role in English writing assessment. During correction, the teacher can identify students’ writing mistakes as well as provide the right concepts. Error correction also allows the teacher to know more about how their students' learn in or out of the class and enable them to decide whether they should spend more time on the same topics or move to a new one. From students’ point of view, students can understand the correct concepts from those errors and put more efforts into the unclear ideas.
Correction feedback and error correction are important tasks in EFL (for English as a Foreign Language) writing instruction. The most difficult part for a student to correct his/her writing is to realize whether there is a mistatke. This study proposed using online marking system for writing correction applocation. Annotation on the digital document is an easy way to share those correcting procedure with other people. Also, it make the correction more meaningful in different topics and provides the teachers with feedback information. Correcting assignments also help learners identify their misunderstandings or learning problem about their writing techniques.
This study developed an online marking system which focuses on English writing correction provided three important functions---error correction, error feedback and error analysis, to enhance students' writing abilities and peer editing ability. The result of the study increase teachers' understanding the interaction between students and the system.
For the online annotation system we mentioned in the study, user may use Microsoft Internet Explorer to do the correction on digital document. It is the traditional way, just like how we do correction or marking on a paper or books. Not only the system tell us the correct answer, teacher's suggestion and type of the errors, but also practically provide a convenient interface to error correcting practice.
According the results of the experiment also shows showed that students with low proficiency levels in English benefited more from this system.
|
|---|
