The effectiveness of using correction techniques on the achievement of Iraqi collage learners in punctuation marks accuracy

Abstract EN

Similar to any additional learning condition, In essence, a second language student must first receive feedback on even their own achievement, so therefore, This work explores the general influence of instructor-correction, peer-correction and personal correction techniques of Iraqi college students ' punctuation mark efficiency.

The Teacher- correction group obtained correction and tacit coding responses from the instructor and the peer-correction group-obtained correction and tacit coding responses from their colleagues; whereas these group members themselves corrected and edited their work in the self-correction group.

The study samples second-year participants studied at the College of Imam Al-Kadhum, Department of English mainly consisting of two hundred (200) second-year students in the academic year of 2018/2019.

This experiment was attended by a group of (120) learners, comprising of four classes of thirty-three (33).

At the start of the term, all the participants took pretests and then engaged in a 6-week activity in which they had distinct feedback techniques.

The post-test one-way ANOVA findings showed a substantial distinction between the accomplishment of the three groups.

The Scheffe Test results showed a significant difference between instructor-correction and personal-correction groups and between instructor-correction and peer correction groups.

The verdict of this assessment is that groups of peer-correction and self-correction show better teaching performance relative to the conventional group of teacher-correction, and peercorrection serves as the best feedback method.