The Impact of Error Correction Methods on Second Language Learners’ English Writing: Reviewing the Balance of Technology and Teacher Roles

College of Chemistry and Materials Science, Guizhou Normal University, Guiyang, 550081, China

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Abstract

Error-correction in second language writing is a central focus in contemporary pedagogical research. The recent publications have reported tremendous progress in generative AI assistance in writing. However, there is still no agreement on how technology intervention promoted profound language acquisition and how to obtain an effective balance between technology and the role of a teacher. Thus, this article integrates literature and comparatively analyses the theoretical basis, effectiveness processes and constraints of traditional teacher correction, pure technical correction and human-machine collaborative correction. These findings indicate that teacher feedback is better than emotional interaction and logical instruction whereas technological tools are best in terms of immediacy. The human-machine collaborative model, through complementary strengths, reduces writing anxiety while enhancing learners’ autonomous revision capabilities. This research offers a conceptual appeal towards the transformation of the teaching functions during smart era. It implies that teachers can utilize AI to correct the top-level mistakes and, in this way, focus their teaching methods on developing learning skills that learners can work on independently.