Speaking out on behalf of the voiceless learners: Written corrective feedback for English language learners in Iran

• Published in: Issues in educational research Vol. 27; no. 4; pp. 822 - 841
• Main Authors: Nemati, Majid, Alavi, Sayyed Mohammad, Mohebbi, Hassan, Masjedlou, Ali Panahi
• Format: Journal Article
• Language: English
• Published: Perth, WA Institutes for Educational Research in NSW, SA and WA 01.01.2017; Western Australian Institute for Educational Research Inc
• Subjects: Adolescents; Assessment Literacy; Beginning Teachers; Beliefs; Classrooms; Controversial Issues (Course Content); Data Analysis; Educational Facilities Improvement; Emotional Response; English; English (Second Language); English as a second language; English as a second language learning; English language; English language learners; Feedback; Feedback (Psychology); Feedback (Response); Females; Foreign Countries; Foreign speakers; Grammar; Language Proficiency; Learning; Likert Scales; Males; Methodology; Preferences; Psychological Patterns; Qualitative research; Questionnaires; Researchers; Second Language Learning; Second language teachers; Second language writing; Student Attitudes; Student writing; Studies; Study and teaching; Teacher Education Programs; Teacher Improvement; Teacher Response; Teachers; Writing Skills; Young Adults; Iran
• ISSN: 1837-6290; 0313-7155; 1837-6290

To date, L2 researchers have studied the effect of feedback on improving L2 learners' writing from different perspectives. However, there are a lot of aspects which are not comprehensively researched yet, such as L2 learners' and teachers' perceptions and practices about feedback. To close the gap, this study investigates language learners' perceptions, beliefs, and preferences about teachers' feedback practice in Iranian classrooms. To this end, 311 students at three language proficiencies (elementary, intermediate, and upper-intermediate and advanced) completed a questionnaire which inquired into teachers' feedback practices from learners' viewpoints and preferences. The findings indicated some similarities and differences across the three proficiency levels. They all were in favour of direct unfocused feedback, but they had different viewpoints on satisfaction with their teachers' feedback practices, the need to revise their writing, the targeted structures, and their feelings after receiving feedback. Moreover, the findings revealed some discrepancies between research, teacher practices, and language learners' needs and preferences.