4. Correction codesIt has been shown that second language acquisition (SLA) takes time and occurs in stages (Ferris, 1995). Furthermore, second language (L2) learners go through different stages of acquiring different elements of the second language and may make errors. These errors may be caused by inappropriate transfer of first language patterns or incomplete knowledge of the L2 (Ferris, 1995). Therefore, correction symbols, as many teachers see them, appear to be a useful strategy for second language learners. Riddell (2001) states that teachers can use correction symbols (correction codes) to provide feedback to students on their writing (2001, p 157). Teachers can underline the errors to signify the errors and write the symbols for these errors in the margin. Then students can correct the errors themselves (p. 157). Hedge (1988) suggests that teachers can point to “and error and identify the type of error with a symbol, for example wo = wrong word order” (p.151). This means that the teacher can use the correction codes when answering the writing tasks and the students should find out the errors they have made from the symbols and rewrite them again with the corrected errors. This strategy “encourages student independence” (Riddell, 2001, p 152), and students become more responsible for their learning. It also appears that L2 learners can learn best from their own mistakes and when they correct their work themselves (Ferris, 1995). Furthermore, several research studies have shown that error feedback can help students improve their short-term accuracy (Ferris, 1995). For example, it was found that ESL student writers were able to successfully correct errors during revision after receiving teacher feedback. A numbe...... middle of paper ...... and others in the class to achieve better results. As Brumfit (1980) identified, there are a number of benefits to students correcting their own work after they have undergone some steps to do so. First, when students revise immediately after written work, this will provide more meaningful learning as the points studied are still fresh in the student's mind (Guenette, 2012). Additionally, when students correct their classmates' written work, they practice looking for errors in other students' work. This phase allows students to identify errors in their work (Guenette, 2012). Furthermore, using marking codes in the classroom is a constructive way because it encourages students to become active learners rather than writing drafts and giving them to the teacher to correct for them (Burnett & Mandel, 2010).