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Understanding the Significance of EFL Students’ Perceptions and Preferences of Written Corrective Feedback

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  • Ushba Rasool
  • Jiancheng Qian
  • Muhammad Zammad Aslam

Abstract

Language instructors worldwide use various types and strategies for providing feedback on the learners’ written production. Written corrective feedback (WCF) plays a vital role in systematically learning second or other languages. Additionally, students’ perception of feedback and its delivery has a specific value. Therefore, the current study examined perceptions and preferences of the WCF of EFL students they received in high school back in their home countries. However, the data was collected when they were studying in China as international students. To achieve these objectives, the researchers utilized a self-administered questionnaire and collected data from 91 international students at Chinese University, China. The results showed that most students supported positive statements (in the first part of the questionnaire) regarding WCF perceptions. The most preferred types were direct and unfocused WCF. Also, in order to establish a statistical basis on whether there are differences among various nationalities in terms of their perception, One-way ANOVA was performed. The findings displayed that all nationalities have difference in positive perceptions, and same tendency toward negative perceptions about WCF and focused feedback. Overall, according to their answers, WCF helps them to know what to avoid and adapt to compose an effective writing piece.

Suggested Citation

  • Ushba Rasool & Jiancheng Qian & Muhammad Zammad Aslam, 2024. "Understanding the Significance of EFL Students’ Perceptions and Preferences of Written Corrective Feedback," SAGE Open, , vol. 14(2), pages 21582440241, May.
    • Handle: RePEc:sae:sagope:v:14:y:2024:i:2:p:21582440241256562
    DOI: 10.1177/21582440241256562
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    References listed on IDEAS

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    1. Rami F. Mustafa, 2012. "Feedback on the Feedback: Sociocultural Interpretation of Saudi ESL Learners’ Opinions about Writing Feedback," English Language Teaching, Canadian Center of Science and Education, vol. 5(3), pages 1-3, March.
    2. Vinod P. Balachandran & Marta Łuksza & Julia N. Zhao & Vladimir Makarov & John Alec Moral & Romain Remark & Brian Herbst & Gokce Askan & Umesh Bhanot & Yasin Senbabaoglu & Daniel K. Wells & Charles Ia, 2017. "Identification of unique neoantigen qualities in long-term survivors of pancreatic cancer," Nature, Nature, vol. 551(7681), pages 512-516, November.
    3. Arafat Hamouda, 2011. "A Study of Students and Teachers' Preferences and Attitudes towards Correction of Classroom Written Errors in Saudi EFL Context," English Language Teaching, Canadian Center of Science and Education, vol. 4(3), pages 128-128, September.
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