Student and Teacher Preferences in Written Corrective Feedback

Alexander, Nanni; Black, Douglas A.

doi:10.18823/asiatefl.2017.14.3.11.540

Cited by 5 publications

(16 citation statements)

References 15 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Within the realm of ESL writing classrooms, amidst the diverse forms of written corrective feedback dispensed by instructors, Ellis (2008) delineated a notable distinction between focused and unfocused feedback. It is crucial to recognize that focused or unfocused feedback is not an entirely discrete method of written corrective feedback but rather an application approach for the principal typologies, as highlighted by Nanni & Black (2017). Robust research substantiates that, for specific purposes, such as distinct language uses, focused or selective feedback yields a more pronounced impact than unfocused or comprehensive feedback (Bitchener, 2008;Bitchener & Ferris, 2012;Ellis, 2008).…”

Section: Focused and Unfocused Feedbackmentioning

confidence: 99%

See 1 more Smart Citation

Written Corrective Feedback in the ESL Classroom: A Systematic Analysis of Teachers' Beliefs, Students' Perceptions, and Preferences

Adzhar,

Sazalli

2024

IJARPED

View full text Add to dashboard Cite

This comprehensive systematic literature review delves into the educators' beliefs, the students' perceptions, and their preferences concerning written corrective feedback. Encompassing the timeframe from 2020 to 2022, this inquiry consolidates insights from 14 scholarly articles, aiming to furnish a nuanced understanding of the application and consequences of employing written corrective feedback. In alignment with educators' beliefs, there is a consistent emphasis on the positive impact of delivering purposeful and attentive feedback on students' writing proficiency. Teachers demonstrate adaptability by incorporating both direct and indirect feedback and prioritizing constructive and motivational approaches. Conversely, English as a Second Language (ESL) students widely regard written corrective feedback as a pivotal tool for refining their writing skills, especially when it entails immediate feedback on grammatical corrections. These students attribute significant importance to the technical aspects of writing, expressing a preference for corrections of grammatical errors and prompt responses. Nevertheless, some students seek guidance and clarification from teachers when the feedback remains ambiguous. Leveraging data from the SCOPUS database, this research posits that future inquiries could derive benefits from exploring alternative primary and secondary sources. Ultimately, this review contributes to an enriched comprehension of the intricacies of written corrective feedback within the ESL classroom.

show abstract

Section: Focused and Unfocused Feedbackmentioning

confidence: 99%

“…Teachers delivering unfocused and non-targeted feedback address a broad spectrum of student errors, encompassing issues like articles, spelling, and various error types. This approach, as underscored by Nanni & Black (2017), is pivotal for enhancing the writing skills of L2 learners.…”

Section: Focused and Unfocused Feedbackmentioning

confidence: 99%

Written Corrective Feedback in the ESL Classroom: A Systematic Analysis of Teachers' Beliefs, Students' Perceptions, and Preferences

Adzhar,

Sazalli

2024

IJARPED

View full text Add to dashboard Cite

show abstract

“…To date, there are growing bodies of literature on L2 students' preferences regarding teacher feedback (Amrhein, 2010;Hamouda, 2011;Haishan & Qingshun, 2017;Nanni & Black, 2017). However, few attempts have been made to link students' and teachers' preferences to see whether their preferences match, and limited studies have explored the factors that can influence teacher's preferred way of giving feedback in students' compositions.…”

Section: Students' Preferences On Teacher Feedbackmentioning

confidence: 99%

“…However, this study examined the difficulties teachers often face in providing feedback and on students revising their papers after receiving teachers' feedback. Nanni and Black (2017) investigated Thai teachers and students' preferences on five different categories of feedback, which include content, grammar, organization, vocabulary, and spelling. The research findings revealed that WCF was most useful for organization and content, while students regarded WCF useful for grammar and vocabulary.…”

Section: Students' Preferences On Teacher Feedbackmentioning

confidence: 99%

Written corrective feedback in English compositions: Teachers’ practices and students’ expectations

Yunus

2020

Engl. Lang. Teach. Educational. Journal

View full text Add to dashboard Cite

Written corrective feedback (WCF) has been the subject of many studies in the field of second language (L2) writing. This study sought to investigate: (1) teacher’s practices in marking students’ English language compositions, (2) students’ expectations of teacher’s WCF, and (3) compare whether students’ expectations correspond to teachers’ practices of WCF. Sixty-four students and three teachers of an upper secondary school in Malacca, Malaysia participated in this study. Teachers’ WCF practices and students’ preferences were elicited from two different sets of questionnaires. Findings revealed that both students and teachers generally believe that WCF is beneficial in improving students’ writing skills. It was also discovered that students prefer direct, specific, and comprehensive feedback over indirect feedback. However, the study showed some discrepancies between students’ preferences and teachers’ practices in composition classrooms in terms of the amount, type, and necessity of the feedback where most students were found to require more WCF than the amount their teacher was capable of giving. This misalignment calls for teachers’ and students’ adjustments to ensure the effectiveness of WCF strategies employed by teachers. Findings from this research also imply that the study of contextual factors and beliefs influencing preferences with regard to WCF may also be necessary.

show abstract

“…Studies on students' preferences on teachers' WCF in its relation to developing benefit of students' writing skills have been extensively conducted by many researchers. These include studies by (Leki, 1991;Corpuz, 2011;Nanni & Black, 2017). Nanni and Black (2017) came up with a result that students in Japan prefer five categories of WCF from the teacher; they are content, grammar, organization, spelling, and vocabulary.…”

Section: Introductionmentioning

confidence: 99%

Students’ Preferences on the Lecturers’ Written Corrective Feedback (WCF) on Their Writing Tasks: A Study at the English Language Education Study Program (ELESP), Faculty of Education, Universitas Jambi

Adrefiza

Habizar

2023

scope

View full text Add to dashboard Cite

<span lang="EN-GB">This study analyzes students’ preferences on the lecturer’s written corrective feedback (WCF) on their writing tasks. It looks at how the students want WCF to be written, delivered, and focused on to fulfill the students’ expectations. It also analyzes the students’ preferences on the use of English or Bahasa Indonesia in the WCF to accommodate their learning needs and styles. Through an internet survey delivered to 100 students’ emails, using 5 levels of Likert scales on preferences range, the results show that the students’ preferences varied in terms of types, focuses, and ways the WCF are provided and delivered. It is an evident that many students want the lecturers to provide the correct forms of the errors, to mark and to underline the errors with corrections, and to provide explanations for every single error in their writing tasks. A significant number of the students have a low preference for the use of indirect feedback through cues and prompts. Another interesting result is the fact that many students prefer WCF to be written in Bahasa Indonesia rather than in English. It is recommended that the lecturers flexibly provide WCF according to students’ preferences and expectations to increase their writing skills.</span><p> </p>

show abstract

Student and Teacher Preferences in Written Corrective Feedback

Cited by 5 publications

References 15 publications

Written Corrective Feedback in the ESL Classroom: A Systematic Analysis of Teachers' Beliefs, Students' Perceptions, and Preferences

Written Corrective Feedback in the ESL Classroom: A Systematic Analysis of Teachers' Beliefs, Students' Perceptions, and Preferences

Written corrective feedback in English compositions: Teachers’ practices and students’ expectations

Students’ Preferences on the Lecturers’ Written Corrective Feedback (WCF) on Their Writing Tasks: A Study at the English Language Education Study Program (ELESP), Faculty of Education, Universitas Jambi

Contact Info

Product

Resources

About