EFL Students’ Voices: Preferences and Perceptions on Teacher-provided Written Corrective Feedback
DOI:
https://doi.org/10.18537/mskn.16.02.15Keywords:
teacher-provided feedback, homophobia, writing skills, EFL learners’ perceptions and preferences, university levelAbstract
Written Corrective Feedback (WCF) is a common teachers’ practice to develop EFL writing skills in students; however, research in this field remains scant within and beyond Latin America. This context-specific study analyzed B1 EFL students’ perceptions on the targets, strategies, and scope of teacher WCF through a mixed-methods approach adopting a convergent design with a Likert-type questionnaire variant. The Perceptions of WCF Questionnaire (α = .67) was administered to 189 Ecuadorian university students. Quantitative and qualitative analyses showed a preference for direct feedback and indirect feedback accompanied by corrective information as they guided error revision clearly and promoted autonomous learning. Furthermore, the participants valued WCF on linguistic and content elements and expressed interest in receiving comprehensive correction of their errors. Nevertheless, they showed limited understanding of idea-focused feedback. Pedagogical implications and study limitations are discussed.
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