Using Error Correction Codes to Improve Writing Success of Efl Learners

This study was conducted in order to find out the effects of using error correction codes on the improvement of students’ writing proficiency. This research was conducted over eight weeks during the 2016-2017 Spring semester at the School of Foreign Languages of Osmaniye Korkut Ata University, Turkey. Twenty-five pre-intermediate level EFL students were selected according to the convenience sampling method as the participants of the study. The data collection instruments of this study consisted of an achievement test and a perception questionnaire with a Likert Scale. While the pre and post achievement tests were taken from the ‘Effective Academic Writing 1’ teachers’ book, the questionnaire was prepared by the researcher by making use of the related literature and the advice from an expert in the field. The data obtained through the data collection tools were analyzed by using SPSS 25 statistical package, and comparisons of the results were made by the researcher. The findings of the study demonstrated that giving written feedback and using error correction codes improved the writing proficiency of the students, and they committed fewer errors in their compositions. The result of the study also demonstrated that the students developed positive ideas about receiving feedbacks through error correction codes to improve their compositions and writing proficiency.