"Developing Autonomous Self-Editors: An Alternative Approach to Written Corrective Feedback"

Undraa Maamuujav is author of a new article in the CATESOL Journal: "Developing Autonomous Self-Editors: An Alternative Approach to Written Corrective Feedback." 

Maamuujav is a second year doctoral student specializing in Teaching, Learning, and Educational Improvement (TLEI). Her research interests include writing and rhetoric, critical reading, genre analysis, academic writing, composition, second language writing and acquisition, and technology in writing and literacy development. She is advised by Professor Carol Booth Olson. 

Abstract

Written corrective feedback has been a long-standing practice among second language writing instructors, yet the efficacy of this practice for long-term development of students’ writing remains uncertain. In the field of writing research, error correction in second language writing continues to be a topic of much controversy. 

While numerous studies have investigated the long-term effect of written corrective feedback, no consensus has been reached. Challenging the deep-rooted conviction that instructors’ correction is beneficial, this article (a) argues that the role of a writing instructor is not to serve as an editor but to help students to become autonomous self-editors of their own work, and (b) proposes an alternative approach that is designed to develop students’ self-editing skills. Through effective scaffolding and strategy training, writing instructors can develop in second language writers a habit of mind to critically read and edit their own work.