Can Reading Aloud Replace Teacher Feedback? A Comparative Analysis of Proofreading in ESL Writing
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| Title: | Can Reading Aloud Replace Teacher Feedback? A Comparative Analysis of Proofreading in ESL Writing |
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| Language: | English |
| Authors: | Grant Eckstein (ORCID |
| Source: | TESL-EJ. 2025 28(4). |
| Availability: | TESL-EJ. e-mail: editor@tesl-ej.org; Web site: http://tesl-ej.org |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Proofreading, English (Second Language), Second Language Learning, Second Language Instruction, Teaching Methods, Feedback (Response), Writing Instruction, Oral Reading, Error Correction, Comparative Analysis, Essays, Revision (Written Composition), Universities, Intensive Language Courses |
| ISSN: | 1072-4303 |
| Abstract: | Students are often encouraged to proofread their writing by reading it aloud. Presumably, this will allow writers to correct local errors. Yet even though this strategy may be effective for native speakers, there is little empirical evidence of its benefit among second language writers. Therefore, we wondered how many errors second language students could correct through reading aloud and how that compared when receiving teacher feedback. In this study, 60 ESL students composed four in-class, 10-minute essays over two weeks. Half of the students revised their essays after receiving teacher feedback; the other half revised after reading aloud. All errors on initial and revised essays were tallied and normalized. Results showed that reading aloud affected some surface errors but that teacher feedback significantly outperformed reading aloud. We recommend teachers use reading aloud as a supplementary or preliminary strategy for correcting surface errors but not as a replacement for expert feedback provision. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1463958 |
| Database: | ERIC |
| Abstract: | Students are often encouraged to proofread their writing by reading it aloud. Presumably, this will allow writers to correct local errors. Yet even though this strategy may be effective for native speakers, there is little empirical evidence of its benefit among second language writers. Therefore, we wondered how many errors second language students could correct through reading aloud and how that compared when receiving teacher feedback. In this study, 60 ESL students composed four in-class, 10-minute essays over two weeks. Half of the students revised their essays after receiving teacher feedback; the other half revised after reading aloud. All errors on initial and revised essays were tallied and normalized. Results showed that reading aloud affected some surface errors but that teacher feedback significantly outperformed reading aloud. We recommend teachers use reading aloud as a supplementary or preliminary strategy for correcting surface errors but not as a replacement for expert feedback provision. |
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| ISSN: | 1072-4303 |
