Teachers' and Students' Beliefs About Responding to ESL Writing: A Case Study

Diab, Rula L.

doi:10.18806/tesl.v23i1.76

Cited by 69 publications

(61 citation statements)

References 24 publications

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“…For instance, in their examination of ESL learners' metalinguistic reflections, Simard et al (2015) found that some error corrections may lead to learners' erroneous hypotheses about the intent of their instructors. Similar results are also reported in other studies (e.g., Brown 2009;Diab 2005;Montgomery and Baker 2007). One recommendation offered by these studies is that a shared understanding of WCF needs to be reached among students and instructors.…”

Section: Review Of Literaturesupporting

confidence: 88%

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EFL learners’ perceptions and preferences of written corrective feedback: a case study of university students from Mainland China

Chen

Nassaji

Liu

2016

Asian. J. Second. Foreign. Lang. Educ.

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Although a growing body of research has examined the effectiveness of written corrective feedback (WCF) for improving L2 learners' grammatical accuracy, fewer studies have investigated the extent to which different educational settings would influence learners' perceptions and preferences of WCF. This paper reports on an exploratory study that investigated learners' perceptions and preferences of WCF in an EFL setting. Quantitative and qualitative data were collected from 64 intermediate, advanced-intermediate, and advanced English learners across three proficiency levels (intermediate, advanced-intermediate, and advanced) in a major provincial university of Mainland China. Through extensive written questionnaires, the study explored these learners' perceptions and preferences of the various dimensions of WCF. The results showed that although the participants tended to have a neutral opinion on the role of explicit grammar instruction, overall they expressed a favourable attitude towards error correction. In particular, they held a strong preference for extended comments on both content and grammar of their written work. The qualitative data further indicated that the participants wanted to take more initiatives in the revision process of their writing with less interference from teachers. Overall, the findings confirm the value of WCF for EFL learners outside English-speaking countries. The findings also highlight the significance of individual and contextual factors in the ongoing debate over the effectiveness of WCF.

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Section: Review Of Literaturesupporting

confidence: 88%

“…One particular area that has attracted increasing attention is how students and teachers perceive the usefulness of WCF (e.g., Amrhein and Nassaji 2010;Brown 2009;Diab 2005;Karim and Nassaji 2015;Lee 2008;Montgomery and Baker 2007;Simard et al 2015). Learner perception presents a key variable influencing the role of WCF for two major reasons.…”

mentioning

confidence: 99%

EFL learners’ perceptions and preferences of written corrective feedback: a case study of university students from Mainland China

Chen

Nassaji

Liu

2016

Asian. J. Second. Foreign. Lang. Educ.

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“…A new trend in corrective feedback research, however, has been the study of students' and teachers' perceptions and beliefs about corrective feedback (Baker, 2007;Brown, 2009;Diab, 2005;Ferris & Roberts, 2001;Hyland, 2003;Jean & Simard, 2011;Lasagabaster & Sierra, 2005;Lee, 2013;Loewen et al, 2009;Plonsky & Mills, 2006;Schulz, 2001;1996). What makes research into this area worthwhile for language pedagogy is the necessity of a relative match between the CF perceptions and preferences of students and teachers.…”

Section: Introductionmentioning

confidence: 99%

Students’ and Teachers’ Perceptions and Preferences for Oral Corrective Feedback: Do They Match?

Saeb

2017

Int. J. Appl. Linguist. Engl. Lit.

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Perceptions and perspectives about corrective feedback (CF) have recently attracted some attention in the CF literature. Few studies, however, have delved into students' and teachers' CF perceptions and preferences and compared them. This study is an attempt to explore Iranian EFL teachers' and students' perceptions and preferences for different amounts and types of oral corrective feedback. Two parallel questionnaires were used to gather quantitative and qualitative data from twenty eight teachers and eighty six of their students. Results revealed significant differences between teachers' and students' perceptions about the amounts and types of CF and also about different types of errors to be corrected. Contrary to their teachers, students in this study were found to be seeking large amounts of explicit corrective feedback provided by the teacher. As for the pedagogical implications, 'meta-correction' is suggested as a solution to the problem of conflicting CF perceptions of students and teachers and to improve and enhance error correction practices within Iranian EFL context.

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“…Truscott, 1996;Ferris and Roberts, 2001;F. Hyland, 2003;Bitchener, Young & Cameron, 2005;Diab, 2005b;Rahimi, 2009), in EFL Arab context such issue has not been addressed adequately.…”

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confidence: 99%

A Qualitative Case Study of EFL Students’ Affective Reactions to and Perceptions of Their Teachers’ Written Feedback

Mahfoodh¹,

Pandian²

2011

ELT

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The present paper reports a qualitative case study of investigating EFL students' affective reactions to and perceptions of their teachers' written feedback. In addition, the study reported here also focuses on contextual factors that may influence students' reactions to and perceptions of their teachers' written feedback. Data were collected using multiple methods that included semi-structured interviews, think-aloud protocols, teachers' written feedback, and students' written essays. Results of data analysis revealed that EFL students showed some variations in their affective reactions to their teachers' written feedback. The students perceived their teachers' written feedback as useful and very important for the development of their writing skills. The students wanted their teachers to focus on all aspects of written texts when they provide written feedback. Contextual factors such as students' past experience, teachers' wording of written feedback, students' acceptance of teachers' authority, and teachers' handwriting have their impact on EFL students' affective reactions to and perceptions of their teachers' written feedback.

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Teachers' and Students' Beliefs About Responding to ESL Writing: A Case Study

Cited by 69 publications

References 24 publications

EFL learners’ perceptions and preferences of written corrective feedback: a case study of university students from Mainland China

EFL learners’ perceptions and preferences of written corrective feedback: a case study of university students from Mainland China

Students’ and Teachers’ Perceptions and Preferences for Oral Corrective Feedback: Do They Match?

A Qualitative Case Study of EFL Students’ Affective Reactions to and Perceptions of Their Teachers’ Written Feedback

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