EFL Learners Perception of Written Corrective Feedback

DOI

10.2991/assehr.k.201124.012How to use a DOI?

Keywords

Written Corrective Feedback, EFL, Learners’ Perception

Abstract

The aim of the study wad to find out the perception of written corrective feedback of student in practice writing skill in English class and the lack of using correct feedback in class. The study was using qualitative method and the data that collected using a written questionnaire that elicited participant’s perceptions about written corrective feedback and the reasons behind it. The data are collected by means of close ended questionnaire items with multiple choices or Likert scale formats. The subject was ten students that study English Education in one of private university in Medan. The finding showed that students tend to hold a positive view on written corrective feedback. Moreover, their views of written corrective feedback were tempered by what they consider to be an over-emphasis on grammar explicit. Thus, the used of WCF should carefully consider a balance between grammar and how the lecturer correct itself. The results also demonstrate that the students preferred direct correction to indirect correction. Many students also expressed strong desires for more self-correction as well as interactive activities in the revision process. This signals a potential limitation of unidirectional written corrective feedback techniques.

Copyright

© 2020, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Suerni
AU  - Seyu Fani
AU  - Asnawi
AU  - Wariyati
PY  - 2020
DA  - 2020/11/25
TI  - EFL Learners Perception of Written Corrective Feedback
BT  - Proceedings of the 5th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2020)
PB  - Atlantis Press
SP  - 50
EP  - 53
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.201124.012
DO  - 10.2991/assehr.k.201124.012
ID  - 2020
ER  -