The Learners Perceive of Written Corrective Feedback in Writing Multicultural class

Abstract

The study attempts to explain the learners perceive of WCF in writing multicultural class at English Department of IAIN Palangka Raya. This study belongs to descriptive research. The participants of the study are the students of three ethnic groups consisting of twenty five students. The data are collected through questionnaire and observation. The finding reveals that all ethnic group students have positive response on WCF in L2 writing class. In terms of the types of feedback, the majority of participants about ninety per cent of dayaknese and eighty six per cent of Banjarese prefer to treat using direct CF. Meanwhile, Javanese about eighty three per cent prefer to treat using indirect CF, in terms of the sources of feedback, the majority of participants about ninety two per cent of Javanese and eighty per cent of Banjarese prefer to be treated by teacher CF. Meanwhile, Dayaknese about eighty one per cent prefer to be treated by peer CF. It is recommended that the teachers consider the students cultural background in giving WCF to learners.

Exploring the use of direct corrective feedback on writing an Undergraduate Thesis

“…Most of the students also fixed their drafts, but some students also tried to revise their drafts using automated online feedback such as google docs, Grammarly, etc. These interview results are in line with Jodaie et al (2011), Mohammad and Rahman (2016), Elhawwa et al (2018), Listiani (2017), Luan and Ishak (2018), Tursina et al (2019), Hartono et al (2019, Sabarun (2020), & (Yunus, 2020) stating that most of the students had positive attitudes towards their lecturer direct corrective feedback because it is very helpful, beneficial for the learners; students preferred to have comprehensive, direct, and specific feedback; and students also felt satisfied. This finding supports idea that by giving direct corrective feedback, the students will acquire grammar with specific features (Sheen, 2007).…”

What Do Teachers Need? A Probe of Best Practice for Assessment as Learning in EFL Writing Class

“…In the practice of providing feedback as an assessment, many students still prefer teacher feedback rather than other types of feedback because it is more comprehensible, detailed, and helpful to revise their drafts [11], [12], [13], [14], [15], [16], [17], [18], [19], [20]. In contrast with teacher feedback, many students do not prefer peer feedback because peer feedback is too subjective and uncritical, so some students cannot understand the given feedback (Kuyyogsuy, 2019; Kaya & Yaprak, 2020; Keskin, 2022) which lead the students to discourage and disengage with peer feedback practices.…”