Effects of the Integrated Error Correction Strategy on Senior High School Students’ English Writing Proficiency

In English writing instruction, error correction feedback is typically provided by teachers, often with a primary focus on grammar. This approach can fail to motivate students to actively correct errors. To address this issue, this study developed an integrated error correction strategy that combines self-correction, peer-correction, and teacher-correction. The strategy was applied to senior high school English writing feedback to explore its effects on overall writing proficiency. The study also examined students’ attitudes toward the integrated error correction strategy. Grounded in social constructivism and the comprehensible output hypothesis, the study was conducted over one semester with two parallel classes (32 students each) from Grade One at Zhouqu Senior High School in Lanzhou. The research employed pre-tests, post-tests, and questionnaires as instruments. Prior to the experiment, a pre-test was conducted in both classes. During the semester, both classes completed six writing tasks, with the experimental class using the integrated error correction strategy and the control class using traditional teacher-correction. After the experiment, a post-test and questionnaires were administered. Data were analyzed using SPSS 20. The findings of the study are as follows: (1) Both the integrated error correction strategy and teacher correction improved students’ English writing proficiency. However, the experimental class outperformed the control class, indicating that the integrated strategy has a stronger effect. (2) Most students showed a clear preference for the integrated error correction strategy, which created an engaging learning envi-ronment and effectively encouraged active participation in the error correction process.