Students' Views of Teacher’s Feedback in L2 Writing Class (original) (raw)
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An Insight to Students’ Perceptions on Teacher Feedback in Second Language Writing Classes
English Language Teaching, 2014
Feedback is one of the crucial elements in language learning and teaching. In second language writing context, the effectiveness of feedback becomes even more important as it has an impact on the whole process of language learning. To increase the effectiveness of feedback, a teacher is expected to use any possible mean(s) available to suit learners' needs and concerns (Hamp-Lyons, 2001; Hyland, 2010). In this respect, rather than framing the feedback process based on the premises put forward in other teaching situations, the study attempts to bring into view the students' perceptions and preferences on feedback in their writing classes to be able to shape the feedback process based on a specific teaching context. The data for the study were gathered utilizing a Likert-Type questionnaire and a semi-structured interview from students (n = 457) at preparatory level studying English at a state university in Turkey. The data were analyzed quantitatively using SPSS 17.0 and qualitatively following content analysis. The results of the study are meant to bring in-depth insights to students' opinions regarding the scope of feedback in writing classes and to provide guidance to shape the process of giving feedback.
The Study of the Effects of Corrective Feedback on Iranian EFL Students' Writing
English Language Teaching, 2016
Corrective feedback (CF) and its subsequent impacts on language learning is one of the most important fields of the language studies which has newly grabbed a lot of attention. There is a considerable amount of research investigating corrective feedback and error. What had not been researched extensively yet was the investigation of the effects of corrective feedback on Iranian EFL learners. Few researches have studied on the effects of corrective feedback on Iranian EFL learners. To this purpose, 180 male and female teachers(purposive sampling) who were teaching EFL classes in an ELT program in foreign language institutes in Zanjan, Iran and 350 students chosen through stratified random sampling(from 4000 English language learners by Morgan's sample size). Three instruments were used in this research. PET Test, a questionnaire used by Fukuda (2004) and the next one was Hamouda (2011). The findings suggested that corrective feedback had a significant effect on their writing, but the teachers did not think so. In terms of perceptions about the effect of corrective feedback on the correct writing of English language students, there is a significant difference between the group of students and teachers. It is concluded that most of the feedback given by teachers was concentrated on grammatical errors whom teachers' view of feedback was based on the context, which might origin from the absence of sufficient teacher training. The fact that feedback was based on each context may be positive, because all students were different, even teacher trainees might still take advantage from studying the provision of feedback. Pedagogical implications extracted to assist English language instructors to be informed of the advantages and values of the many types of corrective feedback, to effectively establish the necessary activities in the classroom, and to successfully supply the students with appropriate kind of oral corrective feedback.
International journal of linguistics, literature and translation, 2023
This study explains what Direct, Indirect, and Metalinguistic corrective feedback techniques are and how they differ. Furthermore, the research elaborates on the perception of the language instructors on the effects of the corrective techniques on L2 students. In this study, the researcher refers to her teaching context at Kuwait University, clarifying how the chosen corrective feedback affects the students and which corrective technique is suitable. The study exhibits the effects on the students receiving feedback papers and how the corrective technique helped them reduce errors. The researcher further explains how the students learn from their feedback and which works best for them as corrective feedback. It also explicitly explains and clarifies what other teachers with similar studies found out when providing different kinds of feedback to their students.
Feedback in Second Language Writing: An Introduction
International Journal of English Studies IJES, 10, 2, i-xv, 2010
The impetus for this volume came from the Symposium of Second Language Writing which was held in May 2010 in Murcia. It was clear from the proposals received for that forum that many presenters were interested in examining the area of feedback in second language writing from different angles. Moreover, in the last 3 years, over 85% of the manuscripts received by the Journal of Second Language Writing have dealt with the topic of feedback in writing, whether by teachers, supervisors, computers or classmates. Therefore, as conveners of a colloquium on the topic of feedback, we proposed putting together a special volume of the IJES on Feedback in Second Language Writing.
ENGLISH LANGUAGE LEARNERS' RESPONSE TO WRITTEN CORRECTIVE FEEDBACK
Written corrective feedback (WCF) provided by the teacher on student written academic texts is considered important in the process of writing development of English language learners. Its immediate effectiveness has been investigated by various researchers through a study of revision work based on teacher feedback. Many studies have concluded that student response to WCF is in most cases very disappointing, and, therefore, teachers hesitate to invest their time and effort into writing feedback. As a result, most feedback on student essays comprise hastily written comments and grammar and local error correction. This study focuses on the impact of inadequate feedback on students' writing development and whether it plays a role in students' lack of willingness to revise. A content analysis of actual WCF on student drafts and subsequent interviews with the student writers revealed that the quantity and quality of WCF has a direct impact on their ability and willingness to make effective revisions. It is hoped that through this paper writing teachers will consider the impact of inadequate feedback on student revision work and thus improve their feedback practice despite the students not making corresponding effort in acting upon the feedback. The reasons for this are discussed in this paper. Keywords: Second language writing, feedback strategies, teacher corrective feedback, student revisions, student perception of teacher feedback; student response to teacher feedback; impact of teacher written feedback; feedback in writing pedagogy
The Effects of Corrective Feedback on Iranian EFL Learners' Writing
Matching the expectations of teachers and learners is vital for successful learning. Few studies have investigated the effects of corrective feedback on Iranian EFL learners. Therefore, this study aimed to bridge this gap. To this end, the sample of 180 male and female teachers, who taught language courses in an English Language Teaching program in language institutes in Zanjan, and 350 learners, chosen through stratified random sampling, formed the participants of the study. Two standard instruments were used in this study-PET Test and Fukuda's (2004) Feedback Questionnaire. The findings suggest that learners believed that corrective feedback had a significant effect on their writing but the teachers did not think so. It is concluded that most of the feedback given by teachers were concentrated on grammatical errors and that the teachers' views on feedback are based on the context, which might origin from absence of sufficient teacher training. With this in mind, giving feedback, or rather the right kind of feedback should perhaps play a better role in teacher education. The fact that feedback is based on each context may be positive as learners are different and teacher trainees might still take advantage from studying the provision of feedback.
Instructor’s Direct and Indirect Feedback: How do they Impact Learners’ Written Performance?
3L The Southeast Asian Journal of English Language Studies, 2018
Written corrective feedback (WCF) is widely used among writing teachers in attempt to improve students' language accuracy in their written tasks. Experts of second language (L2) writing stated that WCF plays a significant role in language accuracy development because it is related to the development and improvement of students' accuracy in second language writing. Corrective feedback can be grouped into direct WCF and indirect WCF. However, results in many past empirical studies were inconclusive because of variation in how the effectiveness of WCF was measured. Additionally, there is a lack of investigation pertaining to the students' perceptions toward the feedback they received, which may reveal important factors that influence the students' reception of the feedback that resulted in performance changes. Hence, the purpose of this study is to explore factors that contributed to the accurate use of the past tenses resulting from direct WCF and indirect WCF. Interviews were conducted with 12 students and the qualitative findings revealed the following factors: 1) learner attitudes towards feedback provided, 2) learner beliefs towards what corrections entailed, and 3) types of scaffolding. Additionally, the findings revealed the importance of teacher-student conference, the need for students to be trained over a longer period of time in relation to the use of error codes and the need for instructor to understand and implement direct and indirect feedback accordingly in their teaching.
Written corrective feedback: What do students and teachers prefer and why?
A growing body of research has examined the effectiveness of written corrective feedback (WCF) for L2 writing. An area that has attracted considerable attention recently is how students and teachers perceive the usefulness of WCF. However, research in this area has largely focused on students' perspectives, with fewer studies comparing students' and teachers' opinions. This study investigated how ESL students and teachers perceive the usefulness of different types and amounts of WCF, and also the reasons they have for their preferences. Qualitative and quantitative data was collected from 31 ESL teachers and 33 ESL students by means of written questionnaires. The results showed that while there were some areas of agreement between teachers and students, important discrepancies in their opinions did occur, not only in how WCF should be provided but also why. Pedagogical implications of the study are discussed. Résumé De plus en plus études examinent l'éfficacité des remarques écrites des professeurs dans l'écriture des étudiants de langue seconde. Un domaine d'étude qui attire de plus en plus attention récemment est l'un de la manière dans lequel les étudiants et les professeurs percoivent l'utilité des remarques écrites. La plupart des études dans cet domaine examinent les opinions des étudiants. Moins souvent ces études comparent les opinions des étudiants et des professeurs. Cet étude examine comment les étudiants et les professeurs de langue seconde percoivent l'éficacité des differents genres et quantités de remarques écrites, et examine aussi les raisons pour ces perceptions. Employions un sondage, les résponses qualitatives et quantitatives de 31 professeurs et de 33 étudiants ont été ramassé. Les résultats montrent que bien qu'il y a des accords entre les opinions des étudiants et les opinions des professeurs dans quelques domaines, il y a aussi des désaccords importants, non seulement dans les perceptions concernant la manière dans lequel les professeurs devrais remarquer sur l'écriture des étudiants, mais aussi concernant les raisons pour lequel les professeurs devrais remarquer sur l'écriture des étudiants. Les implications pédagogiques de cet étude sont discuter.
Influences on Teachers' Corrective Feedback Choices in Second Language Writing
As research on corrective feedback targeting linguistic accuracy in second language (L2) writing expands in scope and quality, we continue to gain insights about the effects of feedback on L2 writers. Nevertheless, comparatively little research has focused on the teachers themselves-those who make the pedagogical decisions about the use of feedback in the classroom. Thus, we have sought to better understand the variables that may shape practitioners' choices about feedback targeting linguistic accuracy. The purpose of this study was to analyze learner, teacher, and situational variables that may influence correct feedback choices in the L2 classroom. Data were collected by means of an electronic survey distributed to over 1000 ESL/EFL writing teachers in 69 different nations. In addition to investigating the entire data set, we examined those practitioners who provide the most and least feedback targeting linguistic accuracy. We analyzed variables such as learner age, proficiency, purposes for language learning, the ESL/EFL context, and type of institution, as well as the teachers' L1, level of education, academic background, years of experience, and professional responsibilities. A number of systematic differences between groups were observed. Explanations for these findings are explored and suggestions are given for future research.
Journal of Teaching Language Skills, 2012
The present study-both qualitative and quantitative-explored fifty EFL learners' preferences for receiving error feedback on different grammatical units as well as their beliefs about teacher feedback strategies. The study also examined the effect of the students' level of writing ability on their views about the importance of teacher feedback on different error types. Data was gathered through the administration of a questionnaire, verbal protocol analysis, and students' writing scores. The results of repeated measures, multivariate analysis of variance, and frequency counts revealed that the majority of the students expect and value teachers' written feedback on the following surface-level errors: transitional words, sentence structure, verb tenses, adverbs, punctuation, prepositions, and spelling, respectively. The results of think-aloud protocol analysis indicated that students' beliefs about the importance of feedback on different grammatical units are formed as a result of the teacher's practice and his emphasis on certain types of feedback and feedback strategies. Finally, the findings of thestudy showed that the L2 learners' level of writing ability influences their views about the importance of feedback on errors pertinent to particular grammatical units.