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can also be regarded from the perspective of critical pedagogy. The “guiding principle” in critical pedagogy, according to Benesch (2001), is that what the teacher should do “is an ongoing negotiation based on the interests, desires, and needs of the students” (p. 66). Students should be allowed to take part in decision making in the classroom, which in turn can create positive effects on their learning and may increase their motivation in learning. Students, consciously or unconsciously, value critical pedagogy. Corroborating evidence are offered by Crookes and Lehner (1998) who reported that the students in their study responded positively to the principles of critical pedagogy such as being able to make decisions. In a similar vein, the present study provides evidence to support the idea that students who are proficient in language want all their errors be corrected for them. This is what they feel is important for their language learning and success. No matter how inconsistent the research findings are in this area, proficient students know what they want. Unless research can take us ahead along the continuum of certainty, the demotivating denial of what students want does not seem to be among the best of our available options.

In spite of all this, error correction in L2 writing classes, as a means which can lead to the development of students in learning English, is not a simple matter as it may seem. Ferris is right in suggesting that “Poorly done error correction will not help student writers and may even mislead them” (1999, p. 4). This implies that teachers (and would-be teachers) need more training and practice in error correction. The findings of the present study can at best be taken as descriptive accounts of EFL learners with a certain level of proficiency and by no means are intended to be generalized to other students. Further studies are needed to investigate the area more deeply. Also, future researchers can examine the long-term effects of this negotiated approach error correction.

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