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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
Language: English
Authors: Grant Eckstein (ORCID 0000-0002-3667-4571), Ying Suet Michelle Lung (ORCID 0000-0003-3167-3542), Natasha Gillette (ORCID 0009-0001-9403-2147)
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
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  Data: Can Reading Aloud Replace Teacher Feedback? A Comparative Analysis of Proofreading in ESL Writing
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  Data: <searchLink fieldCode="AR" term="%22Grant+Eckstein%22">Grant Eckstein</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3667-4571">0000-0002-3667-4571</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ying+Suet+Michelle+Lung%22">Ying Suet Michelle Lung</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3167-3542">0000-0003-3167-3542</externalLink>)<br /><searchLink fieldCode="AR" term="%22Natasha+Gillette%22">Natasha Gillette</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0001-9403-2147">0009-0001-9403-2147</externalLink>)
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  Data: 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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      – Text: English
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      Pagination:
        PageCount: 23
    Subjects:
      – SubjectFull: Proofreading
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Second Language Instruction
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Feedback (Response)
        Type: general
      – SubjectFull: Writing Instruction
        Type: general
      – SubjectFull: Oral Reading
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      – SubjectFull: Error Correction
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      – SubjectFull: Comparative Analysis
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      – SubjectFull: Essays
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      – TitleFull: Can Reading Aloud Replace Teacher Feedback? A Comparative Analysis of Proofreading in ESL Writing
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