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

Abstract

<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>

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).…”

“…All of them were conducted in an experimental study. Additionally, (Listiani, 2017), (Tursina et al, 2019), (Hartono et al, 2019), and (Sabarun, 2020) found that university students are satisfied, preferred to be given direct corrective feedback, and felt assessed after being given the direct corrective feedback in their writing. In line with the previous finding, Yunus (2020) found that high school students are preferred to be given direct corrective feedback since it is comprehensive and easier to be understood.…”

EFL Learners’ Attitude towards Teacher’s and Peers’ Written Corrective Feedback

“…Implementing direct written corrective feedback gives learners enough information to resolve more complicated errors in, for example, syntactic structure and idiomatic usage; it gives more immediate feedback on hypotheses that may have been misunderstood. (Sabarun, 2020;Wauningsihyh, 2020;Zheng & Yu, 2018) Rashtchi and bin Abu Bakar (2019) revealed that students preferred direct and explicit feedback and expected teachers to correct their errors as much as possible. In fact, most teachers correct all of their students' errors and spend all of their time marking their students' writing assignments.…”

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.…”