Teachers’ Errors Reduction Techniques for EFL Students Writing Case of 3rd year Students of The Department of English at Tlemcen University

Abstract

It is common for many English Foreign language (EFL) students to make errors in their writing. The central objectives of this study focus on investigating teacher’s techniques to minimise students’ writing errors, and also identify the common mechanical errors among them. To achieve these objectives, an exploratory case study was conducted at the university of Tlemcen with L3 students of the Department of English. The researchers have used three instruments which involve questionnaires and interviews to gain insights about the three techniques employed by Comprehension and Written Production (CWP) teachers, namely modelling, peer-editing and individualised feedback, in addition to analysing some students’ essays and paragraphs to identify their most common mechanical errors. The findings of this study showed that the technique used most by teachersisindividualised feedback and that grammatical and spelling errors are the common errors among L3 students. Based on these findings practical suggestions and recommendations for teachers to implement certain techniques, and for students to reduce and correct their errors are put forward.