IN THE NAME OF ALLAH, THE MOST GRACIOUS, THE MOST MERCIFUL

Hebron University Faculty of Graduate Studies and Academic Research English Department

The Impact of Immediate Grammatical Error Correction in Senior English Majors’ Accuracy at Hebron University

By Hamada Shehdeh Abid Dawood

2012/2013

The Impact of Immediate Grammatical Error Correction in Senior English Majors’ Accuracy at Hebron University Abstract
This study aims at investigating the effects of grammatical error correction on EFL learners’ accuracy. Twenty-two males and females senior students were chosen randomly to respond to a questionnaire investigating their beliefs about immediate grammatical error correction. Therefore, this study was conducted in order to answer this question: what is the effect of grammatical error feedback on students’ accuracy? Results related to the questionnaire that was delivered to the participants proved that immediate error correction enhances and has a positive effect on their accuracy.

Introduction
Accuracy, in its simple view, is the ability to produce grammatical correct sentences (Gower et al. 1995). Since its vital role in acquiring the English language in Palestine, grammar should seize a wide distance in EFL classrooms and should be taught either inductively or deductively. Nevertheless, the process of teaching and learning does not guarantee that all learners are expected to produce grammatical sentences, so the role of the teachers, here, is to respond and give immediate feedback. The erroneous utterances may interfere with the intelligibility of what is said. When the feedback provided during a conversational interaction, the acquisition process is facilitated (Rahimi & Dastjerdi 2012) and the direct treatment of errors helps learners learn better.

The feedback and correction of errors are parts of the process of learning and teaching.