Perceptions and Preferences of Senior High School Students About Written Corrective Feedback in Pakistan

Abstract

Written corrective feedback (WCF) in enhancing writing proficiency has been the subject of numerous studies, but few studies have examined students’ perceptions about the value of feedback on their written errors. Language teachers use global tools and techniques to give students feedback on their written work. How feedback is delivered and received by students is valued differently. The current study concentrated on how students interpret written corrective feedback and which WCF tactics they favor in writing classrooms. To examine these objectives empirically, the researchers employed a self-administered questionnaire to collect data from 180 participants from a high secondary school in Multan, Pakistan. At the same time, 40 participants were interviewed for their opinions about written corrective feedback (WCF). Some participants expressed concerns about ambiguous feedback that confuses them about their errors, whereas most participants favored the feedback process as beneficial. The most preferred strategies were meta-linguistic explanation and direct written corrective feedback that facilitated writing proficiency and language knowledge. Overall, WCF guides errors to avoid and how to adapt their writing style for composing compelling manuscripts.

Exploring Effective Written Feedback Strategies in Business Writing Education: Teachers’ Approaches and Students’ Views

“…Students learn their skills and weaknesses as writers by reading what their teachers have written about them. Moreover, similar results also happened in Putra (2022) and Rasool et al (2023), who found that students experience demotivation and a sense of despair when confronted with intricate feedback conveyed through loops, underlining, and a lack of corrections and constructive input by the teacher. The preferred approach among students invariably centres on instructional techniques that involve clear explanations.…”