Can Reading Aloud Replace Teacher Feedback? A Comparative Analysis of Proofreading in ESL Writing.
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| Title: | Can Reading Aloud Replace Teacher Feedback? A Comparative Analysis of Proofreading in ESL Writing. |
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| Authors: | Eckstein, Grant1 grant_eckstein@byu.edu, Michelle Lung, Ying Suet1 ysmichelle.lung@gmail.com, Gillette, Natasha2 Natasha.Gillette@byuh.edu |
| Source: | TESL-EJ. Feb2025, Vol. 28 Issue 4, p1-23. 23p. |
| Subject Terms: | *Oral reading, *Reading, *Students, Proofreading, Error correction (Information theory) |
| Abstract: | Students are often encouraged to proofread their writing by reading it aloud. Presumably, this will allow writers to correct local errors. Yet even though this strategy may be effective for native speakers, there is little empirical evidence of its benefit among second language writers. Therefore, we wondered how many errors second language students could correct through reading aloud and how that compared when receiving teacher feedback. In this study, 60 ESL students composed four in-class, 10-minute essays over two weeks. Half of the students revised their essays after receiving teacher feedback; the other half revised after reading aloud. All errors on initial and revised essays were tallied and normalized. Results showed that reading aloud affected some surface errors but that teacher feedback significantly outperformed reading aloud. We recommend teachers use reading aloud as a supplementary or preliminary strategy for correcting surface errors but not as a replacement for expert feedback provision. [ABSTRACT FROM AUTHOR] |
| Copyright of TESL-EJ is the property of TESL-EJ and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 183938229 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Can Reading Aloud Replace Teacher Feedback? A Comparative Analysis of Proofreading in ESL Writing. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Eckstein%2C+Grant%22">Eckstein, Grant</searchLink><relatesTo>1</relatesTo><i> grant_eckstein@byu.edu</i><br /><searchLink fieldCode="AR" term="%22Michelle+Lung%2C+Ying+Suet%22">Michelle Lung, Ying Suet</searchLink><relatesTo>1</relatesTo><i> ysmichelle.lung@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Gillette%2C+Natasha%22">Gillette, Natasha</searchLink><relatesTo>2</relatesTo><i> Natasha.Gillette@byuh.edu</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22TESL-EJ%22">TESL-EJ</searchLink>. Feb2025, Vol. 28 Issue 4, p1-23. 23p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Oral+reading%22">Oral reading</searchLink><br />*<searchLink fieldCode="DE" term="%22Reading%22">Reading</searchLink><br />*<searchLink fieldCode="DE" term="%22Students%22">Students</searchLink><br /><searchLink fieldCode="DE" term="%22Proofreading%22">Proofreading</searchLink><br /><searchLink fieldCode="DE" term="%22Error+correction+%28Information+theory%29%22">Error correction (Information theory)</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Students are often encouraged to proofread their writing by reading it aloud. Presumably, this will allow writers to correct local errors. Yet even though this strategy may be effective for native speakers, there is little empirical evidence of its benefit among second language writers. Therefore, we wondered how many errors second language students could correct through reading aloud and how that compared when receiving teacher feedback. In this study, 60 ESL students composed four in-class, 10-minute essays over two weeks. Half of the students revised their essays after receiving teacher feedback; the other half revised after reading aloud. All errors on initial and revised essays were tallied and normalized. Results showed that reading aloud affected some surface errors but that teacher feedback significantly outperformed reading aloud. We recommend teachers use reading aloud as a supplementary or preliminary strategy for correcting surface errors but not as a replacement for expert feedback provision. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of TESL-EJ is the property of TESL-EJ and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.55593/ej.28112a5 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 23 StartPage: 1 Subjects: – SubjectFull: Oral reading Type: general – SubjectFull: Reading Type: general – SubjectFull: Students Type: general – SubjectFull: Proofreading Type: general – SubjectFull: Error correction (Information theory) Type: general Titles: – TitleFull: Can Reading Aloud Replace Teacher Feedback? A Comparative Analysis of Proofreading in ESL Writing. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Eckstein, Grant – PersonEntity: Name: NameFull: Michelle Lung, Ying Suet – PersonEntity: Name: NameFull: Gillette, Natasha IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 02 Text: Feb2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 10724303 Numbering: – Type: volume Value: 28 – Type: issue Value: 4 Titles: – TitleFull: TESL-EJ Type: main |
| ResultId | 1 |
