scholarly journals EFL university teachers’ perspectives in written corrective feedback and their actual applications

2021 ◽  
Vol 10 (3) ◽  
pp. 1089
Author(s):  
Windy Wahju Purnomo ◽  
Yazid Basthomi ◽  
Johannes Ananto Prayogo
Keyword(s):  
Teaching And Learning ◽  
Corrective Feedback ◽  
The Body ◽  
University Teachers ◽  
Written Corrective Feedback ◽  
Correlational Design ◽  
Highly Correlated ◽  
Teachers Perspectives ◽  
Feedback Techniques ◽  
Writing Errors

<p>This study aimed to investigate the English as a foreign language (EFL) university teachers’ perspective and their actual applications in providing written corrective feedback to the writing errors made by the EFL university students and their correlation. The study was based on 80 responses of a Google-Form survey distributed to EFL university teachers with various teaching experiences from the most parts of Indonesia. Correlational design was used in this research. Descriptive statistics and Pearson’s correlation tests were used to analyze data. The results indicated that the majority of teachers had perspectives that it is valuable to provide and vary the strategies of written corrective feedback. In addition, the teachers mostly applied both direct and indirect feedback in various strategies and they only sometimes provided corrections in all aspects of errors and reformulation. It was also found out that the Indonesian EFL university teachers’ perspectives in the written corrective on students’ writing errors highly correlated with their actual applications. The results of the study provide both theoretical and pedagogical implications. Theoretically, it enriches the body knowledge of feedback and EFL writing. Pedagogically, EFL teachers are also suggested to improve their knowledge on various feedback techniques and apply it in their classroom teaching and learning process.</p><p> </p>

scholarly journals The Effect of Indirect Written Corrective Feedback to Arabic Language Intermediate Students’ in Kuwait

2016 ◽  
Vol 12 (28) ◽  
pp. 361 ◽  
Author(s):  
Hamed A. Alhumidi ◽  
Sani Yantandu Uba
Keyword(s):  
Teaching And Learning ◽  
Large Scale ◽  
Corrective Feedback ◽  
Arabic Language ◽  
Spelling Errors ◽  
Intermediate Students ◽  
Written Corrective Feedback ◽  
Learning Tasks ◽  
Indirect Feedback ◽  
Direct Feedback

This study investigates the effect of indirect written corrective feedback to Arabic intermediate students in Kuwait. There are 20 participants altogether in this study, ten male and ten female. They each wrote two assignments on the same topic. No feedback was received on the first assignment, and the second was conducted after indirect feedback was offered to them on the first task. The results show that indirect feedback is effective in improving their writing and language skills. The results also indicated a higher number of spelling errors than any other errors. The findings of this study suggest some teaching implications which include raising students’ awareness of the need to avoid many writing errors. Teachers should not correct all students’ errors, but should only correct those errors which are deemed necessary to correct. Teachers should also focus their attention on teaching and learning tasks, which concentrate on indirect written feedback rather than direct feedback. Again, as the leaners seem to have more problems with spelling errors rather than any other errors, teachers should devise strategies which concentrate on improving such errors, and writing correct words. This study advocates a large scale of studies which cover the wider context of Kuwaiti intermediate students.

scholarly journals Online Peer Feedback in Beginners’ Writing Tasks

2013 ◽  
Vol 43 (1) ◽  
pp. 1-24 ◽  
Author(s):  
Constanza Tolosa ◽  
Martin East ◽  
Helen Villers
Keyword(s):  
Foreign Language ◽  
Exploratory Study ◽  
Corrective Feedback ◽  
Online Communication ◽  
The Body ◽  
Online Environment ◽  
Tutoring Program ◽  
Written Corrective Feedback ◽  
Reciprocal Peer Tutoring ◽  
Made In

This study contributes to the body of research that aims to understandthe relationship between online communication and foreign language(FL) learning, in particular when teachers seek to provide authenticopportunities for interaction for their learners. The study wasmotivated by efforts made in the New Zealand context to overcome thegeographic limitations of interaction between FL learners and nativespeakers. We report on the findings of an exploratory study into anonline reciprocal peer tutoring program established to enhance the FLlearning of a group of beginner eleven-year old students of Spanish,with particular focus on the benefits of written corrective feedback. Theproject aimed to examine the processes by which students tutored eachother in the online environment as they responded to each other’s texts.The analysis of the students’ messages focused on (1) the aspects oflanguage corrected by the tutors, (2) the frequency with which tutorsaccurately identified and provided input on errors, (3) the types offeedback provided by the tutors, and (4) what the learners did with thecorrections and feedback. The findings indicate that the students werewilling to contribute to peer correction and used different strategiesand correction techniques to foster attention to linguistic form,although they were not always capable of providing accurate feedbackor metalinguistic explanations.

scholarly journals The joy of teaching and learning in academia – teachers’ perspectives from three countries

2021 ◽  
Vol 343 ◽  
pp. 11007
Author(s):  
Alina Georgeta Mag ◽  
Sandra Sinfield ◽  
Tom Burns ◽  
Sandra Abegglen
Keyword(s):  
United Kingdom ◽  
Focus Groups ◽  
Teaching And Learning ◽  
University Teachers ◽  
University Of Calgary ◽  
The World ◽  
Free Writing ◽  
Reflective Questions ◽  
Teachers Perspectives ◽  
The Way

All over the world, the educational landscape has changed dramatically over the last year, impacting the way we teach and learn. It is time for reflecting and searching for new ways to support each other, during these pandemic times and beyond; time to co-construct creative partnerships and to innovate new ways to co-create. Change is an inevitable part of teaching and learning but the adaptations currently required are of unprecedented scale. How can we teach and learn with joy in today’s academia? How can we support each other, as teachers, in more creative ways? These two reflective questions were at the base of the study, which was conducted by university teachers from three countries: “Lucian Blaga” University of Sibiu, Romania; London Metropolitan University, United Kingdom; and University of Calgary, Canada. The methods used included interviews, focus groups and free writing with colleagues in each university. Findings revealed the challenges faced by each participant due to the emotional pressure caused in these supercomplex times, and the struggle to bring joy of teaching and learning in creative ways. This small ethnographic project reveals a need to shift our thinking about emotions and how we may facilitate the greatest success of all our students, by continually inventing new solutions and teaching with enthusiasm.

scholarly journals The Role of Individual Preferences in the Efficacy of Written Corrective Feedback in an English for Academic Purposes Writing Course

2021 ◽  
Vol 46 (10) ◽  
pp. 1-20
Author(s):  
Bradley Perks ◽  
◽  
Bradley Colpitts ◽  
Matthew Michaud ◽  
◽  
...  
Keyword(s):  
Corrective Feedback ◽  
The Body ◽  
Control Group ◽  
Structured Interviews ◽  
Treatment Groups ◽  
Affective Factors ◽  
Written Corrective Feedback ◽  
Writing Course ◽  
The Impact

This study examined the effectiveness of written corrective and the role of individual differences (ID) in the uptake of the feedback. Data was taken from a nine-week, English as a foreign language (EFL) writing course from 101 intermediate (n=101) students at a private university in Kobe, Japan. Using an explanatory sequential mixed methods design, quantitative data was first collected concerning writing errors, followed by qualitative semi-structured interviews. Three classes were placed into either two treatment groups (direct and indirect) or a control group, and completed four writing tasks (pre-test, post-test and two delayed post-tests). The study found the two treatment groups showed significant improvements on local and global errors, whereas the control group did not. Additionally, the qualitative component elicited the influence of affective factors. The study adds to the body of literature addressing the impact of written corrective feedback, specifically on students’ self-editing strategies.

scholarly journals Teacher Trainers' Perspectives and Practices Regarding Written Corrective Feedback in L2 Writing: A Mixed-Methods Study in a Venezuelan University

2017 ◽  
Vol 1 (1) ◽  
pp. 46-56
Author(s):  
Evelin Suij-Ojeda
Keyword(s):  
Teacher Development ◽  
Teaching And Learning ◽  
English Language ◽  
Teaching Practice ◽  
Corrective Feedback ◽  
Subject Area ◽  
Language Models ◽  
Exploratory Research ◽  
Written Corrective Feedback ◽  
Teacher Trainers

This study takes place at a university in Venezuela where Spanish is the first language. The participants are teacher trainers on a five-year program in a subject area called English Practice, where future English language teachers develop their language skills. Adopting an interpretive stance by examining qualitative and quantitative data gathered from two online questionnaires, this exploratory research aims to explore the practices and beliefs teacher trainers have regarding written corrective feedback (WCF) on their learners’ writing in English. The findings reveal that trainers use more than one WCF strategy, favouring the use of codes and the provision of the correct form; the trainers report they aim to correct all errors encountered in their students’ written productions since they think it improves learners’ grammar accuracy while raising their language awareness. Data demonstrate that trainers WCF beliefs are influenced by previous experiences as language learners, institutional guidelines, views of second language teaching and learning and teacher development programs. Results show that trainers believe they should adopt a more rigorous WCF approach with pre-service teachers than with other learners due to the fact trainees are regarded as prospective language models who need to avoid errors in their future teaching practice.

scholarly journals The Amount and Usefulness of Written Corrective Feedback Across Different Educational Contexts and Levels

2020 ◽  
Vol 37 (2) ◽  
pp. 1-22
Author(s):  
Maria-Lourdes Lira-Gonzales ◽  
Hossein Nassaji
Keyword(s):  
College Students ◽  
Secondary Students ◽  
Corrective Feedback ◽  
Primary Students ◽  
Esl Teachers ◽  
Written Corrective Feedback ◽  
Indirect Feedback ◽  
Langue Seconde ◽  
Lexical Errors ◽  
Feedback Techniques

This study examined and compared different written corrective feedback techniques used by English as a second language (ESL) teachers in three different educational contexts and levels (primary, secondary, and college) in Quebec, Canada. In particular, it examined whether there were any differences in the types of errors made, the kind and degree of feedback provided, as well as the students’ ability to incorporate the feedback while revising their texts. Data were collected at the three aforementioned contexts from six ESL teachers in their intact classes when they corrected their students’ (N = 128) written essays (drafts and revisions). Results revealed an important difference across the three levels in terms of students’ errors, teachers’ feedback, and students’ revisions. They showed that (a) while grammatical errors were made more frequently by primary students, lexical errors were made more frequently by college students; (b) primary and secondary students received more direct than indirect feedback, while college students received more indirect feedback; (c) the secondary and college students were more successful in incorporating the feedback into their revisions than primary students. La présente étude a examiné et comparé plusieurs techniques de rétroactions correctives écrites utilisées par des enseignants d’anglais langue seconde (ALS) dans trois contextes et niveaux d’éducation différents (primaire, secondaire et collégial) au Québec, au Canada. En particulier, elle a examiné s’il existait des différences dans les types d’erreurs qui étaient faites, quelle sorte et quel niveau de rétroaction étaient fournis ainsi que la capacité des élèves à intégrer la rétroaction lorsqu’ils révisaient leurs textes. On a recueilli des données dans les trois contextes susmentionnés auprès de six enseignants d’ALS dans leurs classes intactes lorsqu’ils corrigeaient les rédactions (brouillons et révisions) de leurs élèves (N = 128). Les résultats ont révélé une différenc importante dans les trois niveaux en ce qui concerne les erreurs des élèves, la rétroaction des enseignants et les révisions des élèves. Les résultats ont montré que (a), alors que les élèves de primaire faisaient plus d’erreurs grammaticales, les élèves de collège faisaient plus d’erreurs lexicales; (b) les élèves de primaire et de secondaire recevaient plus de rétroaction directe qu’indirecte, alors que les élèves de collège recevaient plus de rétroaction indirecte; (c) les élèves de secondaire et de collège réussissaient mieux à incorporer la rétroaction dans leurs révisions que les élèves de primaire.

scholarly journals The Perceptions and Preferences of the General Foundation Programme Students Regarding Written Corrective Feedback in an Omani EFL Context

2019 ◽  
Vol 10 (1) ◽  
pp. 91
Author(s):  
Soufiane Trabelsi
Keyword(s):  
Focus Groups ◽  
Exploratory Study ◽  
Teaching And Learning ◽  
Qualitative Data ◽  
Corrective Feedback ◽  
Doctoral Research ◽  
Efl Context ◽  
Written Corrective Feedback ◽  
Foundation Programme ◽  
Growing Body

Despite the fact that there has been a growing body of research investigating the effectiveness of written corrective feedback (WCF) for improving L2 learners’ writing accuracy, fewer studies have investigated learners’ preferences and perceptions of WCF. This paper, which is based on a doctoral research project, reports on an exploratory study that investigated the preferences and perceptions related to the aspects of WCF in an EFL context. Qualitative data was collected from focus groups administered to a sample of intermediate and pre-intermediate General Foundation Programme (GFP) students. The results showed that the students valued feedback and preferred the comprehensive feedback approach. They wanted it to be indirect and unfocused as well as teacher initiated. The findings also showed that they perceived their teacher feedback as timely, involving a variety of techniques, sufficient, efficient, clear, explicit, familiar to them, comprehensive. Despite all that, they sometimes faced some challenges in understanding their teachers’ comments. The paper concludes with some implications for teaching and learning.

scholarly journals The Practice of Teachers’ Written Corrective Feedback as Perceived by EFL Teachers and Supervisors

2019 ◽  
Vol 8 (6) ◽  
pp. 120
Author(s):  
Fatma Mohamed Al Kharusi ◽  
Abdo Mohamed Al-Mekhlafi
Keyword(s):  
Basic Education ◽  
Corrective Feedback ◽  
Online Questionnaire ◽  
Written Corrective Feedback ◽  
Grammatical Errors ◽  
Efl Teachers ◽  
Writing Errors

This study investigates EFL Post-Basic education teachers’ and EFL supervisors’ perceptions toward the importance of providing WCF and the practice of WCF including the techniques, focus, and follow-up methods. It attempts to examine the differences between teachers’ and supervisors’ perceptions on teachers’ WCF practices. The data was collected from 156 EFL teachers who were teaching Post-Basic education grades (11-12) and 62 EFL supervisors through using an online questionnaire. The two participant groups (teachers and supervisors) were randomly selected from three governorates in Oman: Muscat, Al Batinah South, and Sharqia North. The study findings reveal that both teachers and supervisors valued the importance of providing WCF on writing errors. The researcher found that EFL Post Basic education teachers commonly used unfocused indirect coded WCF technique. They mainly focused on forms, particularly the grammatical errors. It was also found that they often used one-draft approach after providing WCF. The supervisors’ responses showed that they had similar views on these practices. Thus, there were no statistically significant differences between the perceptions of the two groups regarding teachers’ WCF practices.

scholarly journals Theorizing EFL Teachers’ Perspectives and Rationales on Providing Corrective Feedback

2015 ◽  
Author(s):  
Seyyed Ostovar-Namaghi ◽  
Kamal Shakiba
Keyword(s):  
Quantitative Research ◽  
Corrective Feedback ◽  
Context Sensitive ◽  
Coding Schemes ◽  
Efl Teachers ◽  
Research Findings ◽  
Indirect Feedback ◽  
Teachers Perspectives ◽  
Direct Feedback ◽  
Feedback Techniques

Researchers condemn teachers by saying that tradition, rather than research findings, derive their practice while teachers condemn researchers by saying that their research findings are universal generalizations that fail in practice. To turn mutual distrust to mutual trust, this data-driven study aims at theorizing practice, rather than enlighten practice through theory-driven research. The theoretical sampling of twenty EFL teachers’ perspectives concerning corrective feedback, together with the rigorous coding schemes of grounded theory yielded some context-sensitive corrective feedback techniques: direct feedback; indirect feedback such as recast, providing an alternative, asking other students, pausing before the error, providing the rule, using the correct structure and showing surprise; feedback through other language skills including writing and listening; and no correction on cognitive, affective and information processing grounds. Moreover analysis uncovered a set of specifications on when, where, and why to use these techniques. Not only do the findings help practitioners get in-sights and improve their providing feedback, but also they help researchers modify their hypotheses before testing them through the quantitative research that aims at generalization.

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