Students’Attitudes and Reactions to Teachers’Error Corrections in the EFL Composition Class

In this dissertation,the author attempted to explore EFL students’attitudes toward teachers’error corrections on their written products.This was accomplished by researching related studies and conducting two surveys among 31 EFL students who were currently studying in an Intensive English Language Program(IELP),as well as two of their composition teachers.Also 20 stu⁃dents’writing samples were analyzed to investigate the main types of errors that were made by those students.A related analysis looked at the main approaches that teachers applied in correcting student writings.The research studies revealed that teachers’er⁃ror corrections were highly desired by the EFL students,and students valued any error feedback that teachers provided for their writing assignments,regardless of what types of corrections were made.