Direct and indirect written corrective feedback in learning writing: The students' perception

Abstract

This study was carried out based on the hottest issue regarding the role of direct and indirect written corrective feedback (WCF). The role and use of direct WCF and indirect WCF have been debated issues among second language acquisition and writing researchers. The controversial issue regarding the necessity of feedback started from Truscott’s comment that direct written corrective feedback does not improve students’ writing skills. This research explored the students’ perception of direct WCF and indirect indirect WCF. Qualitative descriptive was applied in this research involving 30 students as the subject. A questionnaire and interview were carried out as the instruments in collecting data. An interactive model that included data collecting, coding, data display, and conclusion or verification was employed for the data analysis. The findings suggested that direct written corrective feedback had a beneficial impact because 99.91% of students said they preferred it.

Student’s perception towards using Quizizz as an online evaluation medium of English learning

“…Quizizz is also very important in EFL classes because it has been used in language classrooms as an effective tool in many language learning and teaching contexts. After all, it could help increase students' interest (Djaguna et al, 2021;Pham, 2022;Sahmadan & Hasan, 2023) By gauging students' perceptions, educators can identify strengths and weaknesses in the platform, allowing for targeted improvements and optimizations. Moreover, students' perspectives offer a unique lens through which educators can assess the tool's alignment with pedagogical goals and contribution to a positive and interactive learning environment.…”