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Error correction and peer feedback have been recognized as vital in second language writing development. This study developed a web-based error correction practice mechanism which was attached to an online annotation system for EFL writing instruction. In this system, students input new essays with the Essay Editor and the teacher marked students' errors with the Annotation Editor. Students could read the corrected essay and the results of error analysis through the Viewer. Based on the results of error analysis through the Error Correction Practice Recommender, the system recommended an essay to the student to practice error correction and to implement peer feedback. Following the peer feedback exercise, the student could compare his/her corrections with the teacher's corrections on the same essay through the Viewer. A pretest–posttest study was also conducted to evaluate the effects of using the system on 35 EFL students' writing performance and peer feedback performance. The experiment consisted of four rounds of writing and peer feedback practice. The results of students' writing error ratios and error correction ratios showed that the system was effective in improving students' written accuracy and error correction performance in the peer feedback process. A range of recommendations for future research are discussed. [ABSTRACT FROM AUTHOR]

This study investigated whether students' article accuracy could be improved through a digital game which provides a realistic business task in which a player serves as an employer interviewing potential employees and the English article system is employed for communication during conversational turn taking. Research participants were divided into three groups: the digital game-based learning group, the cloze exercise with corrections group, and the cloze exercise group. Three job application letter writing tasks served as pretests, immediate posttests and delayed posttests. The results of the immediate posttests revealed that the cloze exercise with corrections group outperformed the other two groups in terms of English article accuracy (F = 11.915, p =.000). No significant difference was discovered between the digital game-based learning and cloze exercise groups. In the 1-month-delayed posttest, the cloze exercise with corrections group still outperformed the cloze exercise group in terms of English article accuracy (F = 18.460, p =.000). However, the digital game-based learning group, beyond all expectations, significantly outperformed the cloze exercise with corrections group. The digital game that provides focused correction on article errors may be more beneficial to learners than traditional teacher correction. [ABSTRACT FROM AUTHOR]