Document Type: Original Article


1 Young Researchers Club, Khorasgan Branch, Islamic Azad University, Isfahan, Iran



The present study aimed to investigate the effect of CA- based vs. EA- based error
correction on the improvement of the EFL intermediate learners’ Lexical Errors
of writing. Forty intermediate students, all males, studying in an English
Language Institute in Golpayegan participated in this study. After detecting the
participants’ errors, the lexical errors were classified into two categories, EA-
based and CA-based errors. The errors which were because of the infuence of L1
on L2 were classified as CA-based errors and the errors which were because of the
lack of target language proficiency were classified as EA-based errors. Then, the
Wilcoxon Test was used to investigate the effect and the improvement of learners’
lexical errors by EA-based and CA-based error correction. The results of the
study showed that there is no significant difference between EA-based and CA-
based error correction in the improvement of the participants’ lexical errors.


Brown, H.D. (2001). Teaching by principles: An Interactive Approach to Language Pedagogy, Addison Longman.
Chandler, J. (2003). The efficacy of various kinds of error feedback for improvement in the accuracy and fuency of L2 student writing. Journal of Second Language Writing, 12, 267-296.
Crossley S.A. & McNamara D.S. (2009). Computational assessment of lexical differences in L1 and L2 writing. TESOL Quarterly, 10, 110-124.
Doughty, C. (2001). Second language acquisition does make a dierence: evidence from an empirical study of SL relativization. Studies in Second Language Acquisition, 13, 431-469.
Fang, X. & Xue-mei, J.  (2007). Error analysis and the EFL classroom teaching. Liaoning Normal University, 4(19), 11-20.
Ferris, D.R. (1999). The case for grammar correction in L2 writing classes. Journal of Second Language Writing, 8, 1-11.
Ferris, D.R. (2002). Treatment of error in second language student writing. University of Michigan Press. Journal of Second Language Writing, 54 (2), 230-257.
Ferris, D.R. (2003). Response to student writing: Implication for second language students. TESOL Quarterly, 12, 127-203.
Ferris, D.R., & Helt, M. (2000). New evidence on the effects of error correction in L2 writing class. USA: Canada. pp. 27-52.
Ferris, D. & Roberts, B. (2001). Error feedback in L2 writing classes: How explicit does it need to be? Journal of Second Language Writing, 10(3), 161-184.
Frantzen, D. (1995). The effects of grammar supplementation on written accuracy in an Spanish content course. Modern Language Journal, 79, 329-344.
Gass, S.M. & Selinker, L. (2008). Second language acquisition. NewYork and London: Routledge.
Hasyim, S. (2002). Error analysis in the teaching of English. Journal of Language Studies, 4(1), 42-50.
Kepner, C.G. (1997). An experiment in the relationship of types of written feed- back to the development of second language writing skills. Modern Language Journal, 75, 305-315.
Krkgöz, Y. (2010). An analysis of written errors of Turkish adult learners of English. Procedia Social and Behavioral Sciences, 2, 4352-4358.
Lalande, J.F.(1982). Reducing composition errors: Anexperiment. Modern Language Journal, 66,140-149.
Lee, I. (2004). Error correction in L2 secondary writing classrooms: The case of Hong Kong. Journal of Second Language Writing, 13(4), pp. 285-312.
Myles, J. (2002). Second language writing and research: The writing process and error analysis in student texts. TESL. EJ, 6(2), 102-135.
Robb, T., Ross, S., & Shortreed, I. (1986).
Salience of feedback on error and its effect on EFL writing quality. TESOL Quarterly, 20(1), 83-93.
Salebi, Y.M.  (2004). Saudi college students› perception of their errors in written English. Journal of King Faisal, 5(2), 201-238.
Schachter, J. (1974). An error in error analysis.
Language Learning, 24(2), 205- 214. Semke, H. (1984). The effect of the red pen. Foreign Language Annals, 17(3), 195-202. Sheppard, K. (1992). Two feedback types: Do they make a difference? RELC Journal, 23, 103-110.
Truscott, J. (1996). The case against grammar correction in L2 writing classes. Language Learning, 46, 327-369.
Truscott, J. (1999). The case for “The case against grammar correction in L2 writ- ing classes”. Journal of Second Language Writing, 8, 111-122.
Truscott, J. (2007). Evidence and conjecture on the effects of correction: A response to Chandler. Journal of Second Language Writing, 13, 337-343.
Weijen, V.D., Bergh, H.V.D., Rijlaarsdam, G., & Sanders, D. (2009). L1 use during L2 writing: An empirical study of a complex phenomenon. Journal of Second language writing, 235-250.