This study aimed to investigate EFL (English as a Foreign Language) students' attitudes towards written error, error correction, teacher correction, peer correction and self correction with teachers’ help, find out what type of correction students perceived as the most favorable and effective type to improve their writing accuracy and writing performance. | An Giang University Journal of Science – 2017, Vol. 5 (2), 93 – 99 VIETNAMESE STUDENTS’ ATTITUDES TOWARDS ERROR-RELATED ISSUES IN EFL WRITING CLASSES Duong Thi Diem Phuc1 1 An Giang University Information: Received: 13/12/2016 Accepted: 13/03/2017 Published: 06/2017 Keywords: Teacher correction, peer correction and self- correction with teachers’ help ABSTRACT This study aimed to (1) investigate EFL (English as a Foreign Language) students' attitudes towards written error, error correction, teacher correction, peer correction and self-correction with teachers’ help; (2) find out what type of correction students perceived as the most favorable and effective type to improve their writing accuracy and writing performance. Data was obtained from a questionnaire and a follow-up interview on the issues above. There were forty seven English major seniors at An Giang university participating in this study. The results demonstrate that these participants regard written errors in a positive way as a natural part of their language learning. Errors help them to improve their knowledge and their language awareness. They strongly support error correction for its effectiveness in enhancing their writing accuracy and writing performance. The majority of the participants, however, do not expect all errors in their writing to be corrected. This descriptive study also reveal that participants favor peer and self-correction with teachers’ help more than teacher correction for the aspiration of being more autonomous in their own learning. will satisfy learners’ needs and improve teaching effectiveness. 1. INTRODUCTION Results from the studies of Brown (1994), Byram (2000), Bidin & Juscoff (2009), Ellis (1994), Masgoret & Gardner (2003), Saracaloglu (2006) indicate that there is a relationship between learners’ attitudes and their second language acquisition and their language success. Thus, comprehending learners’ attitudes towards learning should be a focus in order to .
