Thai Students' Perceptions on the Direct vs. Indirect Written Corrective Feedback: A Thai University Context

Tangkiengsirisin, Supong; Kalra, Rusma

doi:10.2139/ssrn.2859253

Cited by 3 publications

(4 citation statements)

References 29 publications

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“…Therefore, it is necessary to review the learners' perception on teacher direct written corrective feedback in order to have further knowledge on the implementation of direct teacher corrective feedback. Studies on perception have been conducted (Amara, 2015;Westmacott, 2017;Mahfoodh & Pandian, 2011;Erkkilä, 2013;Tangkiengsirisin & Kalra, 2016;and Chung, 2015). First, EFL learners had a strong interest in teacher comments, appreciated the feedback, and misinterpreted some teacher feedback comments (Amara, 2015).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Furthermore, Mahfoodh & Pandian (2011) suggested that students perceived their teachers' written feedback as useful, very crucial for language accuracy. Moreover, Erkkilä (2013) and Tangkiengsirisin & Kalra (2016) provided different systems of error and feedback categorization to help research the properties of language teachers' feedback outcome in student papers, and Chung (2015) indicated that Korean EFL learners react in favor of direct feedback to their written work, and yet they show little tolerance for simply marking the error without explanation or no feedback.…”

Section: Literature Reviewmentioning

confidence: 99%

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Direct Teacher Corrective Feedback in EFL Writing Class at Higher Education: What Students Perceive

Sabarun

2020

Vis. J. Lang. Foreign Lang. Learn.

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<p>The study is aimed at describing the students’ perception of direct teacher corrective feedback in a foreign language writing class. It is descriptive quantitative research, employing questionnaires and observation as research instruments, which was conducted with 20 students of the fourth semester English department students of Palangka Raya State Islamic Institute of 2018/ 2019 academic year. The findings revealed that, firstly, in terms of the perception of students’ attitudes toward direct teacher corrective feedback, 75 percent of participants felt that they agreed to receive direct teacher corrective feedback on language form, content, and organization. Their preference for the area of corrective feedback in language forms was 85 percent while the organization was 65 percent. Secondly, dealing with the students’ perception on direct teacher feedback, 90 percent of students argued that they felt satisfied when they got direct teacher feedback. 85 percent of students perceived that their teacher’s feedback helped them improve their writing, and 90 percent of them realized that their teacher’s feedback made them feel confident in producing a better draft. Finally, most students responded that they appreciated the teacher’s feedback. In addition, the students believed that direct teacher feedback improved writing especially on grammar accuracy and organization.</p>

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Direct Teacher Corrective Feedback in EFL Writing Class at Higher Education: What Students Perceive

Sabarun

2020

Vis. J. Lang. Foreign Lang. Learn.

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“…Direct feedback is a method of providing feedback to students to aid them in rectifying their mistakes by supplying the appropriate linguistic form or structure of the target language (Suerni et al, 2020). A study by Tangkiengsirisin and Kalra (2016) establishes the effectiveness of error correction by demonstrating that those who obtained direct corrective feedback improved considerably and considered that utilizing the teacher's feedback aided in improving their business writing, particularly in terms of grammatical characteristics. The teacher has the opportunity to resolve the issue by illustrating to the students how the correct form should be written, which is made possible through direct corrective feedback.…”

Section: Types Of Written Corrective Feedback Direct Feedbackmentioning

confidence: 99%

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

Adzhar,

Sazalli

2024

IJARPED

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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.

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“…Many studies on instructor feedback in Thailand have focused on writing development (e.g., Tangkiengsirisin & Kalra, 2016). However, investigations of homework assignments within the general area of instructor feedback are limited in number.…”

Section: Instructor Feedbackmentioning

confidence: 99%

Relations Between Instructor Feedback, Self-Regulation, Assignment Completion and Academic Achievement in Thai Higher Learning Institutions

Suamuang

Easter

Suksakulchai

2021

Malaysian Journal of Learning and Instruction

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Purpose – Aassignments have been linked with various benefits, including a higher quality of learning and academic achievement. The purpose of this study was to explore the relationship between assignment completion and academic achievement in higher education. Specifically, it investigated the impact of instructor feedback and three constructs of self-regulation (self-efficacy, time management, and help-seeking) on assignment completion (time spent on assignments and number of assignments completed) and academic achievement. Methodology – The study employed a correlational research design and a self-report survey. Data was collected from 1,106 undergraduate students in six universities in Thailand through a convenience sampling approach. Structural equation modelling was used to establish the strength of the relationships among the constructs of the model. Findings – The number of assignments completed was found to have a strong association with academic achievement. Time management was the strongest predictor of the number of assignments completed as well as time spent on assignments. Time management was also the mediator between self-efficacy and the number of assignments completed. However, help-seeking was negatively associated with both the number of assignments completed and academic achievement. Significance – These results have educational implications, and should be helpful for instructors, instructional designers and educators who may use the information to offer undergraduate students appropriate learning tools, strategies and environments for supporting assignment completion and academic achievement. Keywords: Academic achievement, assignment completion, help-seeking, Thai higher education, time management, self-efficacy.

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Thai Students' Perceptions on the Direct vs. Indirect Written Corrective Feedback: A Thai University Context

Cited by 3 publications

References 29 publications

Direct Teacher Corrective Feedback in EFL Writing Class at Higher Education: What Students Perceive

Direct Teacher Corrective Feedback in EFL Writing Class at Higher Education: What Students Perceive

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

Relations Between Instructor Feedback, Self-Regulation, Assignment Completion and Academic Achievement in Thai Higher Learning Institutions

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