Enhancing EFL University Students' Writing Skills Through Error Reflection: Perceptions and Implications

Abstract

This mixed-methods study investigates the role of error reflection in enhancing the writing skills of undergraduate students. The research comprised a qualitative component with 12 participants and a quantitative survey with 37 respondents. Using a coding scheme that included open, axial, and selective coding, the study identified key themes such as 'Empowerment and Personal Growth through Error Reflection' and 'Privacy, Confidence, and Self-Improvement'. The qualitative analysis revealed that students who engaged in self-review and error reflection not only improved their writing skills but also experienced a heightened sense of empowerment and personal growth. In the quantitative component, participants responded to prompts about their writing habits and perceptions. In the survey, students overwhelmingly favored approaches involving repeated editing, leveraging digital aids for spotting errors, and highlighted the value of maintaining privacy and building confidence during the writing process. The study, while comprehensive, does have constraints including a relatively small participant pool and the inherent subjectivity of self-reported information. Nonetheless, these insights offer a compelling case for incorporating error reflection into writing courses, demonstrating its substantial benefits for enhancing students' learning experiences. The study recommends that educators incorporate structured yet flexible self-review exercises into their teaching practices. Future research is suggested to explore the applicability of these findings in diverse educational settings, to conduct longitudinal studies, and to compare different error reflection techniques. This research contributes significantly to the field of writing education, underscoring the importance of a reflective and student-centered approach to developing writing skills.