Publication Date
3-1-2005
Abstract
Process writing has long been used in English-language composition and English as a Second Language courses, and in recent years it has been adopted in foreign language classes as well. Nevertheless, many teachers and learners still see foreign language writing as an exercise in perfecting grammar and vocabulary. Explicit instruction on the process of insightful writing is unusual in the foreign language classroom. This article presents a study of third-year Spanish courses and addresses (1) whether the different modalities of error correction promote improvement of writing skills and (2) whether students’ awareness of the processes of reading and writing favors the development of the necessary abilities that will be required in more advanced courses. This study identifies the processes that allow students to acknowledge and address strengths and weaknesses that are not necessarily tied to grammatical competence. Findings show that regardless of the explicitness of the corrections, students performed better when electronic feedback was used and when they were aware of both reading and writing processes.
Recommended Citation
Schlig, Carmen
(2005)
"Improving Foreign Language Writing Competence,"
Dimensions: Vol. 40, Article 5.
Available at:
https://digitalcommons.kennesaw.edu/dimensions/vol40/iss1/5