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hat seems to link all these studies is the endeavor to best help the EFL students improve their writing. This can perhaps be considered as “the most consuming of all dilemmas for L2 writing teachers” (Casanave, 2004, p. 64).

Many studies have been conducted so far to investigate the effects of error correction in L2 writing, but as Lee (2004) states, “Error correction research has focused mostly on whether teachers should correct errors in student writing and how they should go about it” (p. 285). What seems to be missing in most of these studies is the students’ feelings, attitudes and beliefs about error correction. Here, students’ proficiency levels can play a decisive role. As adult students become more proficient in language, they can generally take more responsibility in relation to their instruction and the decisions that need to be made in that connection.

Nor have the teachers’ perception and attitudes regarding error feedback received due attention. What adds to the significance of the issue is the discrepancy of the findings of studies which have tried to examine the effect of error correction in L2 writing instruction. While some studies have found this effect to be positive (e.g. Ferris, 2004), there is research to suggest that error correction is ineffective (e.g., Cohen & Robbins, 1976) and even at times harmful (Truscott, 1996). There seems not to be an agreement among research findings in this area. Although as Guénette (2007) contends, researchers may see this uncertainty as an opportunity to refine their studies, it leaves EFL teachers befuddled about the best way to help their students with their writing.

In fact the main motive behind this study was to have a better examination of those aspects which might contribute to a better understanding of the issue under question which have as yet not been paid serious attention to. This might help clear some of the confusions that prevail in the area of writing error correction and provide EFL teachers with a practical plan of action in their classes. All in all, the present study was conducted first to collect the recent findings on the effects of error correction in L2 writing instruction and then have a critical view on both researchers and teachers for their neglect of the other major stakeholders, those who are affected by the findings of researchers and the practice of teachers, namely students.

The Review of the Related Literature

Error correction in L2 writing is one of the contentious areas in EFL instruction. In fact, what makes it so controversial can be easily understood by analyzing the phrase proper: “Writing error correction”. The primary source of problem is working with the writing skill. As a relatively young area of investigation whose specialization is a relatively new area of inquiry, English L2 writing was not simply considered as a language skill to be taught to learners until the late 1970s. L2 writing is an interesting yet immature area of investigation. That explains why Reid (2001), talking about writing, suggests that “many of the concerns now being investigated … will continue to be refined and revisited” (p. 32). It is not also accidental that he calls the concluding section of his chapter “The Future”. Although significant changes have occurred and researchers working in this area abound, the fact that L2 writing research is lagging behind some other