The Attitude of Chinese Undergraduate Students with Low English Proficiency towards Written Corrective Feedback

DOI

10.2991/assehr.k.220504.478How to use a DOI?

Keywords

Written corrective feedback; Direct written corrective feedback; Indirect corrective feedback; Metalinguistic written corrective feedback

Abstract

This study aims to investigate the attitudes of Chinese undergraduate students with limited English proficiency towards teacher’s metalinguistic, indirect, and direct written corrective feedback (WCF). Participants were 50 Chinese second-year undergraduate students with a relatively low English proficiency level from a provincial-level university. A written questionnaire was used to collect information on (1) participants’ views on WCF and (2) the types of WCF that they feel are the most beneficial for their L2 writing. The questionnaire was composed of several closed-ended items including Likert-scale forms and multiple-choice questions. As a result, this study revealed that (1) participants had a favorable attitude towards teacher’s WCF and (2) direct mistake correction, particularly direct feedback with the metalinguistic remark, was their preferred method.

Copyright

© 2022 The Authors. Published by Atlantis Press SARL.

Open Access

This is an open access article distributed under the CC BY-NC 4.0 license.

Download article (PDF)

TY  - CONF
AU  - Wenjing Yu
PY  - 2022
DA  - 2022/06/01
TI  - The Attitude of Chinese Undergraduate Students with Low English Proficiency towards Written Corrective Feedback
BT  - Proceedings of the 2022 8th International Conference on Humanities and Social Science Research (ICHSSR 2022)
PB  - Atlantis Press
SP  - 2635
EP  - 2639
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.220504.478
DO  - 10.2991/assehr.k.220504.478
ID  - Yu2022
ER  -