Turkish EFL Learners’ Perceptions and Preferences of Written Corrective Feedback

IF 1.7 Q2 EDUCATION & EDUCATIONAL RESEARCH

Iranian Journal of Language Teaching Research Pub Date : 2023-10-04 DOI:10.51726/jlr.1341654

Cansu KIVRAK

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引用次数: 0

Abstract

Written corrective feedback (WCF) has gained considerable attention from both researchers and teachers in the field of English language teaching (ELT). Although a large bulk of research on WCF has focused on the link between different feedback types and language development, more research is needed to understand how language learners perceive written corrective feedback and what feedback practices they favor more than others. Therefore, this study aims to investigate Turkish EFL learners’ perceptions and preferences of written corrective feedback in terms of the feedback strategies employed in their classrooms as well as their revision practices upon getting feedback. 90 Turkish Intermediate EFL undergraduates from a public university in Turkey completed a 21-item Likert-scale questionnaire online. Using descriptive statistics, the questionnaire data were analyzed. The findings showed that the learners’ perceptions and their teachers’ feedback practices mostly aligned, and most learners preferred to receive comprehensive and indirect feedback that focuses on grammatical, mechanical, and lexical errors rather than organization and content. These findings highlighted the importance of learner expectations in relation to the perceived efficacy of feedback practices.

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土耳其语学习者对书面纠正反馈的感知和偏好

书面纠正反馈在英语教学领域受到了研究者和教师的广泛关注。尽管大量关于WCF的研究集中在不同反馈类型和语言发展之间的联系上，但需要更多的研究来了解语言学习者如何感知书面纠正反馈，以及他们更喜欢哪种反馈实践。因此，本研究旨在调查土耳其英语学习者对书面纠正反馈的看法和偏好，包括课堂上使用的反馈策略以及获得反馈后的复习实践。来自土耳其一所公立大学的90名土耳其中级英语本科生在线完成了一份21项李克特量表问卷。采用描述性统计方法对问卷数据进行分析。研究结果表明，学习者的认知和教师的反馈做法基本一致，大多数学习者更愿意接受全面和间接的反馈，这些反馈侧重于语法、机械和词汇错误，而不是组织和内容。这些发现强调了学习者期望对反馈实践的感知效果的重要性。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Iranian Journal of Language Teaching Research EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.80

自引率

8.00%

发文量

审稿时长

15 weeks

期刊介绍： The main focus of the Journal is on research done on language learning and teaching. We are in particular interested in research papers on L2 education (in particular EFL/ESL), in public and private contexts, in natural and classroom settings as well as in a variety of levels including school level, university level, institute level, etc. The Journal welcomes papers on teaching and learning any component of language, including skills and sub-skills, as well as teaching/learning translation, literature, etc. Research on the use of new technologies such as CALL and MALL for teaching/learning languages is also considered appropriate for this Journal. Although the focus is primarily on research on language education, we will also consider papers in other areas of applied linguistics such as language testing as far as they have clear implications for language teaching/learning. Reviews of literature are not acceptable for this Journal; however, status papers by experts in the field are called for as long as explicit implications are drawn in favour of language teaching and learning. Reviews of recently published books on language education are also accepted for publication. Contributors are advised to consult the Journal office before doing/sending a book review.