Title: EFL Students’ Perceptions of and Engagement With Teachers’ Written Corrective Feedback
Stream: Culture and Language
Presentation Type: Oral Presentation
Orit Zeevy-Solovey, Tel Aviv University, Israel
English as a foreign language (EFL) teachers tend to provide written corrective feedback (WCF) in an inefficient manner. Not much data is available in the literature in regard to teachers’ WCF practices. EFL Students may be led to notice their errors as a result of teachers’ feedback, but they might not actually learn or retain the information provided through this feedback due to the way in which it was given. The aim of this qualitative study is to examine the association between EFL teachers’ WCF and their students’ perceptions of and engagement with this WCF. Two qualitative surveys that consist of series of open-ended topic-based questions were used to gain insights about teachers’ WCF practices and students’ views about and engagement with WCF. Four EFL teachers completed a Teachers’ WCF Survey and 21 EFL students completed a Students’ WCF Survey. The surveys revealed that students view teachers’ WCF as mostly inefficient, and admit it only induces noticing of errors, but not learning. This study can have pedagogical implications for the second language classroom by informing language teachers about what kind of feedback students expect, and about a more appropriate manner of feedback provision.
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