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Humanities
- ISSN: 2155-7993
- Journal of Modern Education Review
Written Corrective Feedback: Issues and Implications
Katie Deng
(Faculty of Science and Technology, Kwansei Gakuin University, Japan)
Abstract: This paper reports findings from a study that looked at how teachers provide written corrective feedback (WCF) on students’ writing, and what students do with teachers’ WCF in the university EFL context of Japan. Teachers’ and students’ perceptions on WCF were also investigated. Questionnaires for teachers and students with open and closed questions were used, where both quantitative and qualitative data were collected and analyzed. Altogether sixty students from two different proficiency levels and six teachers participated. Results showed a strong preference for WCF on all grammar errors among teachers and students. However, there is a lack of consensus in the WCF methodologies used by teachers, and only a limited range of WCF methods were used. Most students made use of teacher’s WCF in subsequent writing, but only a minority believed that they could learn from WCF. The paper ends with a discussion of the implications that arise from the study.
Key words: written corrective feedback, English as a Foreign Language, direct error feedback, indirect error feedback, error codes
