scholarly journals Students' Perception of Written Corrective Feedback: A Case Study of Pre-University ESL Learners in the Maldives

2021 ◽  
Vol 8 (2) ◽  
pp. 130-134
Author(s):  
Khadheeja Mohamed Sameer ◽  
Dheeba Moosa
Keyword(s):  
Corrective Feedback ◽  
Target Language ◽  
Esl Students ◽  
Group Discussions ◽  
Effective Feedback ◽  
Written Corrective Feedback ◽  
Stimulated Recall ◽  
Language Competency ◽  
Esl Learners

In language teaching pedagogy, feedback is crucial for English as a Second Language (ESL) students to achieve the target language competency they desire. According to literature, effective feedback can only be given when educators understand the way individual students perceive the feedback that they are given. Unfortunately, there are very few published studies on the Maldivian students’ perception of feedback till date. Therefore, to understand pre-university students’ perception of feedback, this qualitative case study used data through focus group discussions and stimulated recall sessions from a sample of six students. The findings indicated that the students from the selected institute felt encouraged as well as appreciated when the lecturers gave feedback. Moreover, they felt apprehensiveness when the lecturers failed to provide enough feedback, or any at all. This indicated that the students highly regarded the importance of feedback. Therefore, it is advisable for educators to consider how students perceive the written corrective feedback provided for them so that it may result in successful uptake.

The impact of one’s response to the teacher’s feedback on the same person’s and the partner’s learning in paired writing

2021 ◽  
Author(s):  
Taichi Yamashita
Keyword(s):  
Collaborative Writing ◽  
Corrective Feedback ◽  
Posttest Score ◽  
Esl Students ◽  
American University ◽  
Google Docs ◽  
Written Corrective Feedback ◽  
Description Task ◽  
The Impact ◽  
The Relationship

Abstract The present study investigated the relationship between one dyad member’s revision in response to written corrective feedback (CF) and the same person’s learning and the other dyad member’s learning during collaborative writing. Twenty-eight English-as-a-Second-Language (ESL) students at an American university were paired up and collaborated on two animation description tasks in Google Docs while receiving the researcher’s written CF on their errors on the indefinite and definite articles. Learners worked individually on an animation description task one week prior to the written CF treatment (pretest), immediately after the treatment (posttest), and two weeks after (delayed posttest). When pretest score and CF frequency were controlled for, the number of one’s revisions was not related to the same person’s or the partner’s posttest score. However, the number of one’s revisions was significantly positively related to the same learner’s delayed posttest score, but not to the partner’s delayed posttest score.

scholarly journals The Effects of Written Corrective Feedback Using Wikis among ESL Learners

2019 ◽  
Vol 25 (1) ◽  
pp. 55-68 ◽  
Author(s):  
Maryam Jazayeri Gharehbagh ◽  
Siti Hamin Stapa ◽  
Saadiyah Darus
Keyword(s):  
Corrective Feedback ◽  
Written Corrective Feedback ◽  
Esl Learners

scholarly journals THE TEACHERS’ BELIEFS IN TEACHER WRITTEN CORRECTIVE FEEDBACK ON THE STUDENTS' WRITING

2020 ◽  
Vol 5 (1) ◽  
pp. 1-10 ◽  
Author(s):  
Dyah Fitri Mulati ◽  
Joko Nurkamto ◽  
Nur Arifah Drajati
Keyword(s):  
Secondary School ◽  
Corrective Feedback ◽  
Practical Experience ◽  
Teaching Writing ◽  
Writing Teachers ◽  
Written Corrective Feedback ◽  
Teachers Beliefs ◽  
Writing Strategy ◽  
Specific Teaching

Examining EFL writing teachers’ beliefs is becoming an essential study since teaching is no longer being noticed merely in a behaviour term but rather as thoughtful behaviour as teachers are active, thinking decision-maker. This study addresses the teachers’ beliefs in the specific teaching writing strategy that is commonly used by the teachers in Indonesia to assist students’ writing, teacher written corrective feedback. It was designed as a case study surveying two teachers from a secondary school in Lampung as its respondents. This current study aims at (1) exploring teachers’ beliefs in providing teacher written corrective feedback both in the explicitness and the amount of feedback, and (2) describing the factors that shape teachers’ beliefs in providing written corrective feedback. The data were collected by using mixed-type questionnaire and interview adapted from Lee (2009) consisting of three items related to the beliefs in written corrective feedback, followed by the factors that shape the beliefs teachers may hold on. The findings show some underlie different beliefs regarding the explicitness and amount of teacher written corrective feedback between the teachers. However, they agreed that academic background in the secondary school and college was counted as the contributed factor that shapes their beliefs in providing written corrective feedback on students’ writing. Further, teacher added practical experience when they are teaching writing as her additional factor.

scholarly journals EFL Students' Preferences for Written Corrective Feedback: Do Error Types, Language Proficiency, and Foreign Language Enjoyment Matter?

2021 ◽  
Vol 12 ◽  
Author(s):  
Tiefu Zhang ◽  
Xuemei Chen ◽  
Jiehui Hu ◽  
Pattarapon Ketwan
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Corrective Feedback ◽  
Target Language ◽  
Linguistic Features ◽  
Context Analysis ◽  
Written Corrective Feedback ◽  
Proficiency Level ◽  
Qualitative Approaches ◽  
Error Types

Using both quantitative and qualitative approaches, this study investigated the preference of learners of English as a foreign language (EFL) for four types of written corrective feedback (WCF), which are often discussed in the literature, on grammatical, lexical, orthographic, and pragmatic errors. In particular, it concerned whether such preference is influenced by two learner variables, namely, foreign language enjoyment (FLE) and proficiency level. The preference for selective vs. comprehensive WCF was also examined. The participants in the study were 117 University students in a Thai EFL context. Analysis of questionnaire data revealed a tendency for learners to prefer more explicit types of WCF (i.e., metalinguistic explanation and overt correction) for most error types, irrespective of their proficiency and FLE level. High proficiency level learners rated less explicit WCF types (i.e., underlining and error code) as useful to some degree, whereas their low proficiency level counterparts did not. Similar results were found for the two FLE groups. Besides, the FLE level seemed to play a role in perceiving the value of WCF in terms of scope. The results of follow-up interviews showed that the linguistic features of learners' first language, existing knowledge of the target language, affective feelings, and teacher's role were the main factors contributing to variation in learners' preferences. Possible pedagogical implications are discussed.

scholarly journals Written Corrective Feedback: What Do Malaysian Learners Prefer And Why?

2019 ◽  
Vol 8 (5C) ◽  
pp. 1221-1225
Keyword(s):  
Language Learners ◽  
Corrective Feedback ◽  
Written Feedback ◽  
Esl Students ◽  
Writing Assignments ◽  
Written Corrective Feedback ◽  
Language Classes ◽  
Different Types ◽  
Direct Feedback ◽  
Malaysian Students

There has been an ongoing debate about the value of providing corrective feedback in writing assignments in English as a foreign/second language classes. Despite the fact, corrective feedback in writing has been analyzed from various perspectives, learners’ expectations regarding feedback given by language instructors are still to be considered. This paper investigates the types of written feedback preferred by the Malaysian students. This study investigated how language learners perceive the usefulness of different types and amounts of written corrective feedback, and also the reasons they have for their preferences. Qualitative and quantitative data was collected from 103 ESL students by means of computer generated written questionnaires. The results showed that Malaysian learners react in favor of direct feedback to their written work, and yet they show little tolerance for simply marking the error without explanation. Moreover, considerable number of the respondents favored indirect corrective feedback with a clue. Possible explanations for the results were given with reference to the theoretical constructs of SLA.

scholarly journals Teacher Electronic Written Corrective Feedback, Trends and Future Directions

2021 ◽  
Vol 12 (3) ◽  
pp. 308-322
Author(s):  
Omar Abdullah Altamimi ◽  
Mona Masood
Keyword(s):  
Second Language ◽  
Second Language Writing ◽  
Corrective Feedback ◽  
Future Research ◽  
Esl Students ◽  
Esl Writing ◽  
Esl Teachers ◽  
Written Corrective Feedback ◽  
Language Writing

The past two decades witnessed increased attention in the role of Written Corrective Feedback (WCF) in improving the English as a second language(ESL) students’ written linguistic accuracy. Several methods were suggested, including the use of the electronic means of providing corrective feedback. The electronic methods proved to be effective despite the limited numbers and contexts. However, the extent of these studies is still unknown. Furthermore, no comprehensive review of the studies had been conducted to date. This systematic literature review will identify and classify the research on providing ESL teachers with Electronic Written Corrective Feedback (EWCF). A survey of several experimental and analytical studies that focused on testing the effect of different methods of EWCF on ESL students was conducted, covering the period between 2006 and 2020. Two major groups of studies emerged from this research, and several gaps were identified. The research concluded with several recommendations regarding the potential tracks for future research on EWCF. The current research will serve as a guideline for ESL writing practitioners and researchers on future teacher corrective feedback in second language writing.

scholarly journals Language Learning Strategies (LLS) Used by Malaysian, Pakistani, and Italian ESL Learners: Comparing to Indonesian EFL Learners

2020 ◽  
Vol 2 (2) ◽  
pp. 87
Author(s):  
Hanan Imtinani Fathiyah ◽  
Azira Nafisah Amiruddin ◽  
Faizan Khan ◽  
Federica Venzano
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Target Language ◽  
Esl Students ◽  
Language Learning Strategies ◽  
Language Learning Strategy ◽  
To Come ◽  
Esl Learners ◽  
Linguistic Backgrounds

This study deals with a review of the problematic approach in selecting Language Learning Strategies (LLS) due to the misleading the characteristics of English. Along with the purpose, this paper seeks to compare the differences between cultural and linguistic backgrounds of Indonesian EFL with Malaysian, Pakistani, and Italian ESL students’ Language Learning Strategy. In addition, this review also aims to know the Language Learning Strategy used by other ESL countries and to become the main purchase of this study to evaluate Indonesian’ Language Learning Strategy. In Indonesia, English becomes a foreign language where it is not an official language and has limited language input. Whereas, as we already know, English is a common subject learning for most people in Indonesia. This is due to the high interest and need for mastering English in various aspects. In learning English as a target language, people not only need to master their knowledge, but also the need for better and useful communicative competence in use. However, the need to come up with some appropriate teaching strategies becomes an important factor to achieve their goals.

scholarly journals A Case Study of Communication Difficulties between a Chinese Advanced Learner and Native Speakers

2019 ◽  
Vol 10 (1) ◽  
pp. 114
Author(s):  
Xiaoling Jin
Keyword(s):  
Native Speakers ◽  
Corrective Feedback ◽  
Real Life ◽  
Target Language ◽  
Foreign Language Anxiety ◽  
Advanced Learners ◽  
Study Approach ◽  
Communication Difficulties ◽  
L1 Influence

The paper focuses on the communication difficulties between a Chinese advanced learner and native speakers. The research is carried out through a case study approach and is grounded on the data collected from recording conversations between a Chinese participant and two native speakers. The recorded conversations are spontaneous, covering general topics encountered in real life. Three linguistic findings are: first, grammar does not usually affect advanced learners in speaking whereas the lack of appropriate vocabulary may be a bigger challenge; second, advanced learners could learn contents words and expressions without instruction but through a rich target language input; third, incorrect pronunciation can be corrected through consistent physical practice and corrective feedback. Also, the research shows that foreign language anxiety, cultural differences and L1 influence play important roles in communication with native speakers. As to the study strategy, this research emphasizes the importance of continuous language exposure for advanced learners. This case study could be applied by students and teachers in EFL classrooms and will also contribute to the study of Chinese English.

scholarly journals Written Corrective Feedback Given to Errors in Sentence Structure: A Case Study

K ta Kita ◽  
2018 ◽  
Vol 6 (1) ◽  
pp. 64-72
Author(s):  
Fabiola Gunady
Keyword(s):  
Corrective Feedback ◽  
Qualitative Approach ◽  
Sentence Structure ◽  
Written Corrective Feedback

This study is done to find out the types of written corrective feedback related to errors in sentence structure given by the teacher of Writing 2 class and the types of sentence structure errors that have written corrective feedback. In this study, I used two theories: a typology of written corrective feedback types proposed by Ellis (2009) and exploring errors in grammar proposed by Ho (2005). This research used qualitative approach. The source of data was 23 students’ original drafts after the midterm exam and the data are teacher’s written corrective feedback found in the students’ original drafts and sentence structure errors that have written corrective feedback. The findings of this study showed that there were three types of written corrective feedback found in the students’ original drafts, namely: Direct Corrective Feedback, Indirect Corrective Feedback, and Reformulation and there were five types of sentence structure errors found in the students’ original drafts, namely: Fragmented sentence, Run-on sentence, Inappropriate coordinating conjunction, Inappropriate subordinating conjunction, and Misordering or Inversion of subject-verb. 

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