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T Eyengho
O Fawole
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O Fawole
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Global Journal of Special Education and Services

Global Journal of Special Education and Services 

ISSN: xxxx-xxxx Vol. 1 (1),

pp. 008-015, November, 2013. ©

Global Science Research Journals


Full Length Research Paper

Effectiveness of indirect and direct metalinguistic error correction techniques on the essays of senior secondary school students in South Western Nigeria

T Eyengho and O Fawole

1Department of Special Education and Curriculum Studies, Adeyemi College of Education, Ondo, Ondo State, Nigeria. 2Department of Special Education and Curriculum Studies,School of Education, Obafemi Awolowo University, Ile-Ife, Osun State, Nigeria.

*Corresponding author: E-mail: ajibisi@yahoo.com.

Accepted 10 July, 2013

The study assessed error-correction techniques used in correcting students’ essays in English language and also determined the effects of these strategies and other related variables on students’ performance in essay writing with a view to improving students’ writing skill in English language in South Western Nigeria. A quasi-experimental design was adopted for the study. The sample comprised of 180 SSII students who were randomly selected. The students were assigned to experimental groups: Indirect techniques (68), direct metalinguistic (63) and the control group (65). The results showed that the indirect approach was the most effective (x=11.88) compared to the direct metalinguistic technique (x=11.53) and the conventional method (x=10.4), F (2,177)=7.12, p<0.05. In conclusion, the implications of the findings are discussed.

Key words: Error correction, indirect technique, direct metalinguistic, technique, academic ability, gender.