The Role of Corrective Feedback on Academic Writing Performance: Efl Students’ Perceptions

Abstract

In the context of higher education, corrective feedback plays a crucial part in academic writing. This paper, therefore, aims to explore the role of corrective feedback on the academic writing performance of EFL students at State Islamic Institute of Kudus. The study employed a qualitative research. In order to gather data, the writer interviewed the students about the perception of the use corrective feedback in enhancing their performance in academic writing. In addition, observation and documentation were conducted to get detail information. The result showed that corrective feedback including the aspects of providing and receiving feedback has led to better improvement in students’ academic writing performance. Indeed, they become more confident in performing their academic writing task. Further, through corrective feedback, students are highly pursued to give more comments regarding the performance of their peers in academic writing. In addition, lecturers merely give clarifications towards the corrective feedbacks in academic writing class by provoking question and answer to promote the students’ critical thinking skills.

Implementation of E-learning in EFL Context during COVID-19: Teachers' and Students' Views at One School

“…On the other hand, the two-way method was used when the teacher expected to have an online discussion, feedback, and evaluation using google meet or other platforms. As strengthened by (Wahyuningsih, 2020), providing feedback and evaluation are badly needed to promote students' comprehension of language skills. By combining the two methods in the EFL classroom, students would be more motivated to learn English and develop their ideas through discussion (Hrastinski, 2014).…”

“…Meanwhile, in written forms, the language teacher has written some feedback in WhatsApp group or google classroom. Giving feedback is essential to reinforce students' achievement in English skills (Suchona & Shorna, 2019;Wahyuningsih, 2020;Zhai & Gao, 2018).…”

How does Intensity of Writing Practices Correlate with Argumentative Writing Ability among Indonesian freshmen Students?

“…In the context of learning to write, corrective feedback helps students identify errors they make in their writing (Wahyuningsih, 2020). With given feedback, students receive clearer understanding of their learning curve as a basis to develop the capacity to implement acquired skills in future writing situations (Strobl, 2014;Wong et al, 2017), and in turn improve the quality of texts they produce (Crinon & Marin, 2010).…”

Engaging EFL Students in English Phrases of Academic Writing: How and Why?

“…One of the challenges of academic writing that mostly found by EFL students is academic convention (Abbas et al, 2020;Wahyuningsih, 2020aWahyuningsih, , 2018b. Other challenges that may become major obstacle are the difficulties of making claims and strong arguments, lack of appropriate and numerous vocabularies, and the limited style of writing.…”

“…Regarding academic writing studies, many studies have reported that the importance of academic writing in several setting and disciplines. In addition, some studies highlight numerous problems found by EFL students in academic writing including lack of appropriate structure and English vocabularies, lack of organizing ideas, lack of delivering arguments, lack of criticizing issues (Wahyuningsih, 2018a(Wahyuningsih, , 2020a(Wahyuningsih, , 2020b(Wahyuningsih, , 2018b. However, few studies reported the problems of using appropriate English phrases in academic writing.…”