An investigation into the effectiveness of an algorithmic approach to error correction

This paper reports on the results of a research study which investigated the effectiveness of using an algorithmic approach to error correction to help Hong Kong ESL learners overcome persistent, common lexico-grammatical problems. The approach is characterized by four main features: pedagogically sound input requiring minimal cognitive effort, proceduralized steps with instructive examples, explicit rules helping learners conceptualize the correction procedure, and reinforcement exercises. Experiments were carried out on a total of ten error types, such as the resumptive pronoun problem, the erroneous there has structure, and the pseudo-tough movement problem. One set of remedial instructional materials, including both teacher notes and student handouts, was designed for each error type. The materials were implemented by the author, her research collaborators, and six participating teachers with more than 450 students at both secondary and tertiary levels. Pre-tests, post-tests, and delayed post-tests were administered to test the effectiveness of the approach, and a plenary review meeting with the participating teachers was organized to gather feedback on the materials. Both the quantitative and qualitative results showed that the algorithmic approach adopted in the materials was versatile and effective, and that the students showed significant improvements for the items taught. It is argued that explicit error correction in the form of focused instruction is effective in enhancing learners’ language accuracy in their L2 output.