scholarly journals Direct Teacher Corrective Feedback in EFL Writing Class at Higher Education: What Students Perceive

2020 ◽  
Vol 9 (1) ◽  
pp. 17
Author(s):  
Sabarun Sabarun
Keyword(s):  
Foreign Language ◽  
Quantitative Research ◽  
Corrective Feedback ◽  
Teacher Feedback ◽  
Efl Writing ◽  
Writing Class ◽  
Language Writing ◽  
Students Attitudes ◽  
To Receive ◽  
Academic Year

<p>The study is aimed at describing the students’ perception of direct teacher corrective feedback in a foreign language writing class. It is descriptive quantitative research, employing questionnaires and observation as research instruments, which was conducted with 20 students of the fourth semester English department students of Palangka Raya State Islamic Institute of 2018/ 2019 academic year. The findings revealed that, firstly, in terms of the perception of students’ attitudes toward direct teacher corrective feedback, 75 percent of participants felt that they agreed to receive direct teacher corrective feedback on language form, content, and organization. Their preference for the area of corrective feedback in language forms was 85 percent while the organization was 65 percent. Secondly, dealing with the students’ perception on direct teacher feedback, 90 percent of students argued that they felt satisfied when they got direct teacher feedback. 85 percent of students perceived that their teacher’s feedback helped them improve their writing, and 90 percent of them realized that their teacher’s feedback made them feel confident in producing a better draft. Finally, most students responded that they appreciated the teacher’s feedback. In addition, the students believed that direct teacher feedback improved writing especially on grammar accuracy and organization.</p>

scholarly journals Written Teacher Feedback: Student Perceptions, Teacher Perceptions, and Actual Teacher Performance

2016 ◽  
Vol 9 (8) ◽  
pp. 73 ◽  
Author(s):  
Li Zhan
Keyword(s):  
Foreign Language ◽  
Teacher Perceptions ◽  
Student Perceptions ◽  
Teacher Feedback ◽  
Writing Teachers ◽  
College English ◽  
Content Organization ◽  
Writing Instructions ◽  
Writing Class ◽  
Language Writing

<p>This study sets out to investigate a teacher’s and her students’ perceptions of written teacher feedback in a college English as a foreign language (EFL) writing class in China. Essays, questionnaires, and interviews were employed to identify the types of feedback given by the teacher, the perceptions and preferences of students and the perceptions of the teacher. The teacher and her six students were interviewed, and sixty two students completed the questionnaires. The results are that the written teacher feedback covered content, organization, vocabulary, grammar and mechanics, and students reported that they benefited most from feedback on organization, which was focused on by the teacher but not specific enough and in a small amount. Moreover, the preferences of students were not expected by the teacher. Foreign language writing teachers were suggested to communicate more with their students about their feedback practices, and be aware of students’ perceptions and preferences, so that their writing instructions could be more effective.</p>

scholarly journals A Qualitative Research on Portfolio Keeping in English as a Foreign Language Writing

2014 ◽  
Author(s):  
Selami Aydin
Keyword(s):  
Qualitative Research ◽  
Data Collection ◽  
Foreign Language ◽  
Language Skills ◽  
Writing Skills ◽  
Learning Tool ◽  
Efl Writing ◽  
Sample Group ◽  
Potential Problems ◽  
Language Writing

Little attention has been paid to the problems about portfolio keeping in English as a foreign language (EFL) writing, while the existing literature mostly focuses on the effects of portfolios on writing skills of learners, rather than those of teachers or pre-service teachers. This study aims to investigate the problems encountered and contributions of portfolios to the language skills of EFL pre-service teachers. The sample group consists of 39 pre-service teachers; a background questionnaire, interviews, a survey, and essays were used for data collection. The results indicate that portfolios significantly contribute to the writing skills, and that there exist potential problems. It was concluded that teachers and teacher trainers should use portfolio as a learning tool after solving the problems.

The Use of Models as Written Corrective Feedback in English as a Foreign Language (EFL)Writing

2017 ◽  
Vol 37 ◽  
pp. 110-127 ◽  
Author(s):  
María del Pilar García Mayo ◽  
Udane Loidi Labandibar
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Corrective Feedback ◽  
Negative Attitude ◽  
Learning Potential ◽  
Feedback Processing ◽  
Efl Writing ◽  
Efl Context ◽  
Written Corrective Feedback ◽  
Writing Task

ABSTRACTThe language learning potential of writing has been an underresearched topic in the English as a foreign language (EFL) context. The present study investigates what Basque-Spanish EFL teenage learners (n = 60) notice when writing a composition in response to visual stimuli in a three-stage writing task including output, comparison, and delayed revision. The present study also explores how this noticing and feedback processing affects their subsequent revisions. The findings revealed that participants noticed mainly lexical problems, although they also paid attention to content features. Moreover, more proficient learners and guided learners noticed more features. A qualitative analysis of the results indicated that, overall, learners had a negative attitude toward writing and modeling, but those with more positive beliefs incorporated more items in subsequent revisions. A number of implications for research and pedagogy will be discussed.

scholarly journals In-Class versus Out-of-Class Flipped Classroom Models in English as a Foreign Language Writing

2021 ◽  
Vol 9 (SPE1) ◽  
Author(s):  
Fatma SENGUL ◽  
Hanife BENSEN BOSTANCI
Keyword(s):  
Foreign Language ◽  
Flipped Classroom ◽  
Class Versus ◽  
Foreign Language Writing ◽  
Writing Course ◽  
Language Writing ◽  
Writing Models ◽  
Efl Students ◽  
Students Attitudes

As a consequence of these, EFL educators should use an out-of-class flipped classroom model for writing, if they give priority to their EFL students’ attitudes towards the writing models on account of having an effective writing course.

scholarly journals EFL Writing Students’ Responses towards Teacher Feedback to Enhance Their Writing Quality

2021 ◽  
Vol 11 (1) ◽  
pp. 20
Author(s):  
Listyani Listyani
Keyword(s):  
Corrective Feedback ◽  
Teacher Feedback ◽  
Writing Quality ◽  
Writing Classes ◽  
Efl Writing ◽  
Efl Learners ◽  
Writing Students

This study deals with seventy-six students’ feelings and perceptions on the teacher feedback that they received from their writing classes. Teacher feedback is sometimes seen as something unwanted, sickening, and even frustrating. Some students do not like getting feedback from their teachers as they think that the feedback corners them, pinpointing their weaknesses and errors. This makes them full of stress and have greater anxiety. Those aspects may be the negative sides of feedback that some students perceive. As a matter of fact, if learners are willing to look deeper into the benefits of feedback that teachers give, especially in writing, they will not feel the negative sides of feedback. Instead, they will crave and wait for it. The purpose of this study is to reveal the perceptions of 76 EFL learners’ reactions towards teacher feedback that they received in their writing classes. The results of the study hopefully can inspire writing lecturers to give supportive corrective feedback, so that EFL learners’ writing can be improved.

scholarly journals The Influence Of Using Inside – Outside Circle (Ioc) Technique Toward Students’ Speaking Ability At The Second Year Of Ma Negeri 1 East Lampung

2018 ◽  
Vol 5 (2) ◽  
pp. 142
Author(s):  
Septi Fitrianingsih ◽  
Lilis Sholihah
Keyword(s):  
Foreign Language ◽  
Quantitative Research ◽  
Design Data ◽  
Significance Level ◽  
Know How ◽  
Quasi Experimental ◽  
Speaking Skill ◽  
Second Year ◽  
Level 1 ◽  
Academic Year

One of the objectives in foreign language teaching in Indonesia is to improve speaking skill accurately and fluently. Speaking is one of difficult aspect for students to master. This is hardly surprising when one considers everything that is involved when speaking: ideas, what to say, language, how to use grammar and vocabulary pronunciation as well as listening to and reacting to the person you are communicating with. The purpose of this research is to know there is any positive and significant influence of using Inside Outside Circle (IOC) technique toward students’ speaking ability at the second year students of MA Negeri 1 East Lampung academic year 2016/2017. This research is quantitative research. Research design that is used in this research is quasi experimental design. Data collecting technique of this research consists of pretest, treatment and posttest. The researcher gives test to know how far the students ability in speaking. The score of the students get from pretest and posttest. Inside Outside Circle influence the students’ speaking ability. It is appropriate with the result of the students score. It was proved based on the result of ttest, where tcount was 15,89 were higher than ttable was 2.0 in significance level 5% and 2,66 in significance level 1%. It means that there is an influence of Inside Outside Circle technique toward students speaking ability in second year of MA Negeri 1 East Lampung.

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