I am currently working on my thesis about the effects of written corrective feedback (and of error correction) to English Language Studies freshmen students (in UST, Philippines.)
Much to my surprise, there are L1 English speakers in our weekly writing prompts. As in, Filipinos whose L1 is English.
My dilemma: WCF and error correction are in the field of Second Language Writing; I do not know yet if they are applicable to L1 English or to ENL speakers who are Filipinos, since, "ESL and EFL students’ writing errors are different from the native-English speaking students’ errors" (Ferris et. al, 2000).
Unless, instead of finding out WCF (and error correction)'s effect to these L1 English speakers, I could compare the common errors they commit, and identify these just like the existing ESL and EFL framework.
I am sincerely asking for help and for advice. Thank you!
I think that the feedback the students get from error correction in your case is very important for students to develop students' performance in writing, have the habit of writing, and get used to express themselves accurately and avoid misunderstanding. In the case of oral communication, it is preferable not to interrupt him/her, wait until the student finishes, choose the most important mistakes and continue with the lesson.
You can classify the errors as follows: spelling, grammar, punctuation and capitalization, coherence, prepositions, etc....
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