Same goal, different beliefs: Students’ preferences and teachers’ perceptions of feedback on second language writing

Abstract

value of f Moreover, bridge the program source, m regarded t in their w attitudes t correction tone; (4) w both rheto neutral ab are offered Keywords Wu, S. (2019). S ess of feedback 7239/jowr-2019 Qiandi Liu, Univ USA -Qiandi.Liu t: Earli | This arti ative Works 3.0 Part 2. All of the sentences below have a grammar error. Please circle the type of corrective feedback that you think as most helpful. 1. The children go skatting in the winter. A. The children go skatting in the winter. B. The children go skatting in the winter. sp (spelling) C. The children go skatting skating in the winter. D. The children go skatting skating in the winter.You don't need to double 't' here. Delete 'e' and add -'ing'.2. These furnitures are beautiful.A. These furnitures are beautiful. B. These furnitures are beautiful. wf (word form) C. These This piece of furnitures are is beautiful. D. These This piece of furnitures are is beautiful.Furniture is an uncountable noun; therefore, you cannot add '-s' to make it plural.3. We saw child in the playground. A. We saw child in the playground. B. We saw child in the playground. art (article) C. We saw a child in the playground. D. We saw a child in the playground.The indefinite article "a" is needed before the word "child". 4. I have my car, and my husband has theirs. A. I have my car, and my husband has theirs. B. I have my car, and my husband has theirs. pron (pronoun) C. I have my car, and my husband has theirs his. D. I have my car, and my husband has theirs his."My husband" is male and singular, so use "his" instead of "theirs".5. The student think tomorrow is a holiday. A. The student think tomorrow is a holiday. B. The student think tomorrow is a holiday. sv (subject verb agreement) C. The student thinks tomorrow is a holiday. D. The student thinks tomorrow is a holiday.The subject and verb must agree in number.

EFL university teachers’ perspectives in written corrective feedback and their actual applications

“…The teachers also perceived that feedback provided can be done either directly or indirectly. However, more teachers perceived that indirect feedback is more effective to improve the quality of students' writing compared to direct feedback in which it is similar to the previous research findings [29]. In addition, they also had perspectives that correcting students' writing errors was given by indicating the erroneous parts using a particular codes or marks in which they must be easily followed and understood.…”

“…It means that feedback is provided selectively. It is as supported by Liu and Wu [29]. The teachers also perceived that feedback provided can be done either directly or indirectly.…”

“…The effectiveness of providing feedback on particular aspects of errors or all aspects of errors may depend on the level of students' language proficiency [22], [24]- [28]. Meanwhile, Liu and Wu [29] reveal that teacher valued more highly on focused and indirect feedback. Finally, the type of corrective feedback is reformulation.…”

Second‐language writing in university‐level basic language programs: A survey of student and instructor beliefs

“…By presenting the participants with identical questions regarding L2 writing in two distinct methods (i.e., agreement and ranking), the results present a more complete picture of where instructors and students overlap. It is this two-pronged approach that likely explains why the current set of results diverges from previous work in asserting that instructors and students are generally aligned in their opinions and beliefs (across the majority of the ranking data), while simultaneously supporting some aspects of previous findings (within the more fine-tuned agreement data, e.g., Brown, 2009;Liu & Wu, 2019;Schulz, 1996Schulz, , 2001.…”

“…A more recent study examining student and instructor opinions about corrective feedback on writing assignments (Liu & Wu, 2019) similarly found that students and instructors agreed about some aspects of corrective feedback (e.g., the utility of oral feedback, the utility of rhetorical and language‐centered feedback and the helpfulness of providing both positive and negative feedback on assignments) and disagreed about others (e.g., instructors found peer review less helpful than students, they did not find it necessary to correct every error they encountered and they were more likely to view indirect feedback as important). Therefore, regardless of how a particular curriculum incorporates explicit grammar instruction or error correction, for example, it is essential for the curriculum designers to know that whatever choice is made will have a distinct impression on learners and instructors.…”