Exploring Elementary Student Perceptions of Writing Feedback

Marrs, Sarah; Zumbrunn, Sharon; McBride, Caitlin; Stringer, J. K.

doi:10.26634/jpsy.10.1.7069

Cited by 4 publications

(10 citation statements)

References 50 publications

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“…In terms of providing positive and negative feedback, both instructors and learners valued a combination of praise and criticism, claiming that the former enhanced motivation and encouragement while the latter led to writing improvement. This is in agreement with Marrs et al . (2016), in which students appreciated criticism so that their errors would be corrected and their writing skills would be developed.…”

Section: Discussionsupporting

confidence: 94%

“…This is in line with Albelihi (2022) and Alzahrani (2016) that teachers and students preferred a direct approach to correct mechanical errors. This view contradicts Alshahrani and Storch (2014), Saidon et al (2018) and Ganapathy et al (2020b), in whose studies instructors showed preferences for specific aspects, but it is consistent with the studies of Ganapathy et al (2020b) and Marrs et al (2016), in which students showed an equal preference for global and local feedback. It also contrasts with Ganapathy et al (2020a) and Fithriani (2017), in which students revealed that they prioritized either macro issues or micro issues over each other.…”

Section: Discussionsupporting

confidence: 74%

“…(2020b), in whose studies instructors showed preferences for specific aspects, but it is consistent with the studies of Ganapathy et al . (2020b) and Marrs et al . (2016), in which students showed an equal preference for global and local feedback.…”

Section: Discussionmentioning

confidence: 92%

“…Other studies on students' perceptions have explored the influence of teacher WCF on students' emotions. For example, Marrs et al (2016) pointed out that the majority of learners appreciated teacher WCF for the following reasons: it improved their writing skills, enabled them to see their mistakes and the positive aspects of their writing, provided them with feedback from a reader and motivated them. However, a small percentage of students preferred not to obtain teacher WCF because (1) they did not appreciate negative feedback on their writing; (2) they were not interested in receiving feedback; and (3) it engendered negative feelings such as sadness, timidity, fear and anxiety.…”

Section: Students' Perceptions Of Wcfmentioning

confidence: 99%

“…Other studies on students' perceptions have explored the influence of teacher WCF on students' emotions. For example, Marrs et al . (2016) pointed out that the majority of learners appreciated teacher WCF for the following reasons: it improved their writing skills, enabled them to see their mistakes and the positive aspects of their writing, provided them with feedback from a reader and motivated them.…”

Section: Literature Reviewmentioning

confidence: 99%

See 4 more Smart Citations

Exploring EFL female teachers' and undergraduate students' perceptions regarding written corrective feedback

Alhumaid

2023

SJLS

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PurposeThe purpose of this study is to explore the perceptions of teachers’ and undergraduate students concerning the provision of written corrective feedback (WCF) in Saudi EFL writing classrooms in the form of a case study.Design/methodology/approachThe sample consisted of three teachers and five students, whose views on WCF were recorded via individual semi-structured interviews to gather qualitative data.FindingsThe results revealed some divergent viewpoints between students and teachers and among peers in both groups.Originality/valueBy offering the best WCF practice and considering students' interests, this research is important for improving the pedagogical approaches used by EFL instructors for teaching writing to university learners. It will, therefore, have more of an impact on EFL writing instruction.

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Section: Discussionsupporting

confidence: 94%

Section: Discussionsupporting

confidence: 74%

Section: Discussionmentioning

confidence: 92%

Section: Students' Perceptions Of Wcfmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

See 3 more Smart Citations

Exploring EFL female teachers' and undergraduate students' perceptions regarding written corrective feedback

Alhumaid

2023

SJLS

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Perceptions and Preferences of Senior High School Students About Written Corrective Feedback in Pakistan

et al. 2023

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Written corrective feedback (WCF) in enhancing writing proficiency has been the subject of numerous studies, but few studies have examined students’ perceptions about the value of feedback on their written errors. Language teachers use global tools and techniques to give students feedback on their written work. How feedback is delivered and received by students is valued differently. The current study concentrated on how students interpret written corrective feedback and which WCF tactics they favor in writing classrooms. To examine these objectives empirically, the researchers employed a self-administered questionnaire to collect data from 180 participants from a high secondary school in Multan, Pakistan. At the same time, 40 participants were interviewed for their opinions about written corrective feedback (WCF). Some participants expressed concerns about ambiguous feedback that confuses them about their errors, whereas most participants favored the feedback process as beneficial. The most preferred strategies were meta-linguistic explanation and direct written corrective feedback that facilitated writing proficiency and language knowledge. Overall, WCF guides errors to avoid and how to adapt their writing style for composing compelling manuscripts.

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Understanding the Significance of EFL Students’ Perceptions and Preferences of Written Corrective Feedback

Rasool,

Qian,

Aslam

2024

Sage Open

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Language instructors worldwide use various types and strategies for providing feedback on the learners’ written production. Written corrective feedback (WCF) plays a vital role in systematically learning second or other languages. Additionally, students’ perception of feedback and its delivery has a specific value. Therefore, the current study examined perceptions and preferences of the WCF of EFL students they received in high school back in their home countries. However, the data was collected when they were studying in China as international students. To achieve these objectives, the researchers utilized a self-administered questionnaire and collected data from 91 international students at Chinese University, China. The results showed that most students supported positive statements (in the first part of the questionnaire) regarding WCF perceptions. The most preferred types were direct and unfocused WCF. Also, in order to establish a statistical basis on whether there are differences among various nationalities in terms of their perception, One-way ANOVA was performed. The findings displayed that all nationalities have difference in positive perceptions, and same tendency toward negative perceptions about WCF and focused feedback. Overall, according to their answers, WCF helps them to know what to avoid and adapt to compose an effective writing piece.

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Exploring Elementary Student Perceptions of Writing Feedback

Cited by 4 publications

References 50 publications

Exploring EFL female teachers' and undergraduate students' perceptions regarding written corrective feedback

Exploring EFL female teachers' and undergraduate students' perceptions regarding written corrective feedback

Perceptions and Preferences of Senior High School Students About Written Corrective Feedback in Pakistan

Understanding the Significance of EFL Students’ Perceptions and Preferences of Written Corrective Feedback

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