Abstract
This study explores the effectiveness of indirect error correction in French essays of Part II  Students of the Department of Languages and Linguistics (French), University of Maiduguri during 2021/2022 session. The study adopts two (2) different theories: Corder’s (1974) and Cook (2004) models error analysis. The objectives are to identify the errors, classify them, compare the errors, and analyze them. Two writing tests were administered on the Part II students of French and thirty (30) scripts from the total scripts collected were randomly selected. A combination of qualitative and quantitative methods was employed in this research in order to analyze data which comprises two writing activities: pre-test and post-test, in between which indirect corrections were made to examine the effectiveness of the correction on the students in their second writings. The effectiveness is determined from two standpoints. The first is to investigate the effectiveness of indirect error correction in helping the students to recognize and correct, and the second, is to evaluate whether the method is effective in reducing errors or not.
The result reveals errors of spellings, punctuations, capitalization, articles, adjectives, verbs, prepositions, auxiliaries and apostrophes. It also shows a decline in the commission of error.
This is an indication of a gradual learning progress in the performance of the students brought about by the effectiveness of the indirect error correction.