Student Writers’ Affective Engagement with Grammar-Centred Written Corrective Feedback: The Impact of (Mis)Aligned Practices and Perceptions

Abstract

This project firstly explored Iranian English as a foreign language (EFL) students’ perceptions about written corrective feedback (WCF)-related practices and preferences. Secondly, the student participants’ first language (L1; e.g., Farsi) learner identities were operationalized, especially focusing on the skill of writing, WCF, and grammar-centred WCF. Thirdly, the students’ affective engagement with WCF was scrutinized, particularly in light of L1 student identities. The participants in the study were 15 students in an Iranian EFL context. Analysis of interview data revealed that the skill of writing was held in low regard by the students. Also, several discrepancies emerged vis-à-vis WCF methods (e.g., direct vs. coded), error correctors (e.g., teacher feedback vs. peer feedback), the amount of correction (e.g., selective vs. comprehensive correction), and the relative importance of different components of writing (e.g., grammar vs. content vs. organization). In particular, the findings showed that the students’ L1 identities involved low regard for writing, but high regard for speaking skills, and that they attached high value to grammatical accuracy and teacher explicit feedback. Finally, the findings indicated that: (a) the students’ second language (L2) identities (e.g., WCF-related preferences) were profoundly affected by their L1 student identities, and (b) the discrepancies between the students’ L2 writing preferences (e.g., preferred amount of WCF) and the teachers’ reported practices could potentially hinder students’ affective engagement with WCF.

The Effectiveness of Feedback with Different Focuses on EFL Writing

“…In L2 writing, learners' individual differences in interaction with feedback can also be attributed to their own beliefs and experiences [24]. Saeli and Cheng [8] further confirmed this. It was found that students' L2 identity is deeply affected by their L1 identity, which in turn leads to their own preferences for various feedback related to CF.…”

“…However, under the claim that the assessment of L2 writing should not be limited to the pursuit of grammatical accuracy [5], other studies were carried out on the effectiveness of feedback with different focuses [6]. Moreover, when exploring students' reactions to teacher feedback, it is claimed that under certain influential factors such as beliefs [7], identity, and degree of recognition to feedback [8], students' acceptability to feedback is also diverse.…”

Exploring Errors Treatment Impacts on Undergraduate Learners in English Language Classrooms at Kohat University of Science & Technology, Kohat

“…The findings revealed that positive effects in this context. Saeli and Cheng (2019) discovered that learners' preferences and perceptions play a significant role in receiving feedback and then using it. Most of the students (10/15) reported that they prefer to receive unfocused CF and the amount/frequency of error correction was not disturbing them.…”

L2 Learners’ Preferences and Opinions of Teachers’ Written Corrective Feedback in L2 Writing Multicultural Class

“…Their positive attitude towards written CF demonstrates that they require written CF to improve their writing ability (Chen et al, 2016). Moreover, misaligned perceptions of written CF between L2 learners and teachers are likely to have a negative impact on L2 learners' capacity to apply CF (Saeli & Cheng, 2019).…”