EFL Learners’ Attitude towards Teacher’s and Peers’ Written Corrective Feedback
نویسندگان
چکیده
This research was aimed at revealing EFL learners’ attitude toward their teacher’s and peers’ written corrective feedback (WCF) on composition in the context of teaching learning English as a foreign language (EFL). Fifty-nine students were involved this research. The questionnaire three-point Likert scale – showing options agree, neutral, disagree used to collect data. Further, result data analysis showed that: (1) learners generally positive both WCF; (2) they felt challenged encouraged when teacher or peers always corrected errors had made composition; (3) indicated more direct than indirect (4) expected most frequent be corrected; (5) preferred global local errors.; (6) by peer. Based findings, it can then concluded that WCF is needed write composition. It needs provided with such considerations what types correction techniques are (direct and/or indirect), which prioritized correct (the frequent); who should (teachers against peers).
منابع مشابه
The Effect of Post-text Written Corrective Feedback on Written Grammatical Accuracy: Iranian intermediate EFL learners
The main role and responsibility of second language writing teachers is to help learners to write with minimal errors. To do so, teachers need to provide students with appropriate types of feedback. In this research, the researchers examined the effect of post-text written corrective feedback on written grammatical accuracy of Iranian intermediate EFL learners. In the first phase, Nelson Profic...
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ژورنال
عنوان ژورنال: VELES (Voices of English Language Education Society)
سال: 2023
ISSN: ['2579-7484']
DOI: https://doi.org/10.29408/veles.v7i1.6085