Abstract            Volume:8  Issue-7  Year-2020         Original Research Articles

Online ISSN : 2347 - 3215 Issues : 12 per year Publisher : Excellent Publishers Email : editorijcret@gmail.com

The main aim of this study was to determine the effects of teacher versus guided self-correction on the grammatical accuracy of students writing. In this study, a quasi-experimental design was employed. To collect data, pretest and posttest were used. The subjects of the study were purposely selected 41 second year English majoring undergraduate students. The course “Advanced Writing Skills” was used in conducting the experiment. The subjects were assigned in two experimental and one control group based on their pretest scores, making the groups homogenous in their academic achievement. To analyze the data, an independent sample t-test and paired sample t-test were used. Accordingly, independent t-test comparison indicated a significant difference between teacher correction and guided self-correction group. In other words, the students involved in guided self-correction treatment showed significant improvements on their grammatical accuracy compared to teacher’s direct correction treatment group. Thus, it was found that guided self-correction had greater effect in improving grammatical accuracy than direct teacher correction. On the other hand, paired sample t-test comparison showed that two of the error correction methods had a significant effect on students’ grammatical accuracy. The students participated in experimental groups showed significant improvements on their grammatical accuracy compared to the control group.

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