The Efficacy of Continuous Corrective Feedback on Writings of Saudi EFL Students

Abstract

The present study aims to investigate the perceptions of EFL students on Corrective Feedback (C F) and to assess the efficacy of continuous explicit Corrective Feedback on the writings of the preparatory year female students of Umm Al Qura University in Saudi Arabia. The sample consisted of eleven students from an entire class who volunteered for the study. To reach the study’s objectives, an online survey was conducted to gain insight into how EFL students felt about receiving CF. Also, class observations and semi-structured interviews were exercised to get in-depth information on CF. Furthermore, to estimate the efficacy of continuous explicit Corrective Feedback, pre-Corrective Feedback, and post-Corrective Feedback performances in writing tasks were compared. In addition, the T-test value was also calculated using SSPS software. The findings demonstrated that students see CF favorably, and a comparison of their performances before and after receiving explicit CF demonstrated the feedback’s beneficial effects. The study seems significant to practicing teachers and learners as the study takes a practical and principled approach. Also, it brings up to date with current thinking and perception on error correction in language learning.

How Future Pedagogues (Pedagogy Students) Understand What Is Good Feedback

“…This is confirmed by A. Chaudhary, who observed how students felt about receiving corrective feedback. The results of this study revealed, that corrective feedback is well suited for students, as they receive clear information about their mistakes (Chaudhary, 2022). However, a study by H. Bozorgian & Yazdani reveals the benefits of corrective feedback when mistakes are corrected (Bozorgian & Yazdani, 2021).…”