Effectiveness of error correction techniques in writing classes: Perspectives of EFL undergraduate students and teachers

This study examines the effectiveness of various error correction techniques employed in EFL writing classes, focusing on the perspectives of undergraduate students and teachers at Mizan Tepi University. The research involved 86 first- and second-year undergraduate EFL students, selected using availability sampling to ensure inclusivity, alongside seven experienced EFL teachers chosen purposively based on their teaching expertise. The study assessed five widely used error correction techniques: direct feedback, indirect feedback, metalinguistic feedback, peer feedback, and self-correction. Data were collected using questionnaires, semi-structured interviews, and classroom observations to explore perceptions, preferences, and the effectiveness of each technique. The findings revealed that both students and teachers viewed direct feedback as the most effective for immediate error correction and clarity, particularly for grammar and syntax errors. Indirect and metalinguistic feedback was favored for fostering critical thinking and self-editing skills, while peer feedback and self-correction were less effective due to insufficient student confidence and expertise. The study underlines the importance of tailoring feedback strategies to student proficiency levels and writing objectives. It also highlights the need for training students in peer review and self-correction to enhance their autonomy. The findings contribute to the ongoing discourse on optimizing writing instruction in EFL contexts, providing practical implications for educators seeking to balance error correction with skill development.