A Study on the Aspects of Spacing Error Correction in College Students’ Revision Process

This paper analyzes the aspects of errors in the revision processes and error correction strategies of 71 college students by comparing the draft and final versions of spacing errors in their writing tasks. The analysis revealed a significant decrease in errors from the draft to the final versions. However, the ratio of error types remained consistent, with incorrect non-spacing (written together instead of separately) appearing more frequently than incorrect spacing (written separately instead of together). Among the incorrect spacing errors, ‘noun+noun’ errors were most common, followed by ‘main verb+auxiliary verb’ errors and other types. For the incorrect non-spacing errors, particle-related errors were the most significant, followed by errors involving copula conjugation and others. This suggests that learners have difficulties with specific error types. During the correction process, learners actively used tools such as spell checkers and functions of word processing programs (i.e., Hangeul or Microsoft Word) to identify and correct their spacing errors more efficiently. This indicates that they use these tools within their error correction strategies. Based on this analysis, the paper suggests: First, allowing independent self-correction can demonstrate its effectiveness and enable focused instructor feedback beyond orthographic norms. Second, educating learners on the effective use of spell checkers, with a particular focus on high-frequency error types, can enhance their ability to self-correct accurately and produce texts that comply with spacing norms.