Students' Perspective on Teacher's Written Corrective Feedback: Direct and Indirect (original) (raw)

Writing is an essential aspect in a student's academic training and professional life (Alamis, 2010). In a given writing task, written corrective feedback from teachers provides a golden opportunity for students to revise their work and improve as writters (Chavers, 2000; Clare & Valders, 2000). Ninety students of Technical English course at a private university in Kuala Lumpur participated in the study which sought to investigate the students' perspective on written corrective feedback. Quantitative data based on a questionnaire and qualitative data based on students' interview were collected over a period of two months. A descriptive analysis was carried out using Microsoft Excel and the qualitative analysis was done using NVivo 11. Findings showed that 85% prefered indirect written corrective feedback compared to 15% of direct written corrective feedback. This study benefits the teachers of higher learning instituitions as a guide to enhance good writing skills.