Student Perceptions and Preferences Concerning Instructors’ Corrective Feedback

| August 1, 2013
Title

Student Perceptions and Preferences Concerning Instructors’ Corrective Feedback

Keywords: corrective feedback, direct, focused, foundation students, writing accuracy

Authors

Fatema Al Hajri and Rahma Al-Mahrooqi
Sultan Qaboos University, Oman

Bio Data
Ms. Fatema Al-Hajri is a pre-service English teacher. Her research interests focus on writing with special emphasis on different forms of feedback, including corrective written feedback, peer feedback, and teacher-student conferencing.

Dr. Rahma Al-Mahrooqi is an Associate Professor at the Department of English, Sultan Qaboos University, Oman. She holds a PhD in English and Communication Education from the University of Pittsburgh, USA. Her research interests focus on English language teaching with special emphasis on reading and literature, writing, and intercultural and cross-cultural communication.

Abstract
Because of calls for further research on student perceptions and preferences around instructors’ feedback, the present study sought to discover the type of written corrective feedback students liked best. To collect data, questionnaires were administered to 60 freshmen at Sultan Qaboos University enrolled in the Language Centre’s Foundation Program. Data, analyzed by SPSS, clearly revealed that students agreed on a preference for comprehensible, selective, positive-sounding and grammatically-focused feedback. Consequently, it is suggested that teachers adjust their correction practices to suit students’ immediate needs, taking into consideration the fact that they are EFL learners of English. Providing feedback that is favorable and, hence, more comprehensible to students, is highly recommended .

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Category: Teaching Articles, Volume 70