EFL Learners Perception of Written Corrective Feedback
- https://doi.org/10.2991/assehr.k.201124.012How to use a DOI?
- Written Corrective Feedback, EFL, Learners’ Perception
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.
- © 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/).
Cite this article
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 - https://doi.org/10.2991/assehr.k.201124.012 ID - 2020 ER -