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There's a pretty hefty body of research about the effectiveness of error correction in college-level composition courses. It is, at times, a contradictory mess, such that composition programs often have wildly varying approaches to the correcting of errors for feedback on student papers.
Generally speaking, actively correcting grammar errors is most effective among ESL students, who actively seek correction. Some articles suggest that the overall impact of error correction, even in the form of sustained instruction and continuous feedback, has a very small overall effect on the kinds of errors a student makes, or only changes the types of errors they make. Researchers who are more optimistic about error-correction insist that it has more to do with the type of feedback students receive; specifically, that it needs to be sustained over a number of courses and assignments in order to achieve long-term success in error correction.
Bearing that in mind, ask yourself how effective what you do - that is, occasionally pointing out an exceptionally egregious mistake - is going to be.
Generally speaking, actively correcting grammar errors is most effective among ESL students, who actively seek correction. Some articles suggest that the overall impact of error correction, even in the form of sustained instruction and continuous feedback, has a very small overall effect on the kinds of errors a student makes, or only changes the types of errors they make. Researchers who are more optimistic about error-correction insist that it has more to do with the type of feedback students receive; specifically, that it needs to be sustained over a number of courses and assignments in order to achieve long-term success in error correction.
Bearing that in mind, ask yourself how effective what you do - that is, occasionally pointing out an exceptionally egregious mistake - is going to be.
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