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

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 w...

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Published inSAGE open Vol. 13; no. 3
Main Authors Rasool, Ushba, Mahmood, Rabia, Zammad Aslam, Muhammad, Barzani, Sami Hussein Hakeem, Qian, Jiancheng
Format Journal Article
LanguageEnglish
Published Los Angeles, CA SAGE Publications 01.07.2023
SAGE PUBLICATIONS, INC
SAGE Publishing
Subjects
Feedback
Language Teachers
Students
Writing
Writing Skills
Pakistan
students’ preferences
feedback strategies
EFL students
students’ perceptions
written corrective feedback
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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.
AbstractList 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.
Author Barzani, Sami Hussein Hakeem
Qian, Jiancheng
Mahmood, Rabia
Zammad Aslam, Muhammad
Rasool, Ushba
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Issue 3
Keywords students’ preferences
feedback strategies
EFL students
students’ perceptions
written corrective feedback
Language English
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Snippet Written corrective feedback (WCF) in enhancing writing proficiency has been the subject of numerous studies, but few studies have examined students’...
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sage
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Aggregation Database
Enrichment Source
Index Database
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SubjectTerms Feedback
Language Teachers
Students
Writing
Writing Skills
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Title Perceptions and Preferences of Senior High School Students About Written Corrective Feedback in Pakistan
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https://doaj.org/article/48741b715a36407c8c59a073fd582ffa
Volume 13
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