Responses and preferences of rural Islamic university EFL learners for written corrective feedback

Heri Mudra

Abstract


The primary objective of this current investigation was to provide a detailed account of the experiences of English as Foreign Language (EFL) learners in their response to Written Corrective Feedback (WCF). Additionally, the study aimed to explore the preferences of these learners regarding the utilization of WCF in their thesis writing within the context of a rural Islamic higher education institution. The participants of this study consisted of twenty-two senior EFL learners who were in the process of writing their theses as their final projects. To gather the necessary data, semi-structured interviews were extensively utilized. The findings of this study revealed that EFL learners employed various strategies when responding to WCF, including a focus on grammatical error correction, an emphasis on overall error correction, the utilization of online grammar checkers, and seeking guidance from their supervisors. Furthermore, the learners' perception of WCF included their preferences, disfavored aspects, advantages, and disadvantages. These results indicate that EFL learners are expected to engage in intensive learning of grammar and writing. Additionally, it is crucial to establish standardized approaches to providing WCF. In conclusion, WCF proves to be a valuable tool for EFL learners in their thesis writing endeavors.


Keywords


written corrective feedback; EFL learners; thesis writing

Full Text:

PDF

References


Ahmed, A. M., & Zhang, X. (2023). Students’ voice in L2 English writing: A systematic review of literature. Ampersand, 10, 100114. https://doi.org/https://doi.org/10.1016/j.amper.2023.100114

Alangari, M., Jaworska, S., & Laws, J. (2020). Who’s afraid of phrasal verbs? The use of phrasal verbs in expert academic writing in the discipline of linguistics. Journal of English for Academic Purposes, 43, 100814. https://doi.org/https://doi.org/10.1016/j.jeap.2019.100814

Ashwell, T. (2000). Patterns of Teacher Response to Student Writing in a Multiple-Draft Composition Classroom: Is Content Feedback Followed by Form Feedback the Best Method? Journal of Second Language Writing, 9(3), 227–257. https://doi.org/https://doi.org/10.1016/S1060-3743(00)00027-8

Bitchener, J. (2008). Evidence in support of written corrective feedback. Journal of Second Language Writing, 17(2), 102–118. https://doi.org/https://doi.org/10.1016/j.jslw.2007.11.004

Bitchener, J. (2009). Measuring the effectiveness of written corrective feedback: A response to “Overgeneralization from a narrow focus: A response to Bitchener (2008).” Journal of Second Language Writing, 18(4), 276–279. https://doi.org/https://doi.org/10.1016/j.jslw.2009.06.001

Bitchener, J., & Knoch, U. (2010). The Contribution of Written Corrective Feedback to Language Development: A Ten Month Investigation. Applied Linguistics, 31(2), 193–214. https://doi.org/10.1093/applin/amp016

Bitchener, J., Young, S., & Cameron, D. (2005). The effect of different types of corrective feedback on ESL student writing. Journal of Second Language Writing, 14(3), 191–205. https://doi.org/https://doi.org/10.1016/j.jslw.2005.08.001

Casal, J. E., & Yoon, J. (2023). Frame-based formulaic features in L2 writing pedagogy: Variants, functions, and student writer perceptions in academic writing. English for Specific Purposes, 71, 102–114. https://doi.org/https://doi.org/10.1016/j.esp.2023.03.004

Chmarkh, M. (2021). ‘Writing to Learn’ Research: A Synthesis of Empirical Studies (2004-2019). European Journal of Educational Research, 10(1), 85–96. https://doi.org/10.12973/eu-jer.10.1.85

Crosthwaite, P., Ningrum, S., & Lee, I. (2022). Research trends in L2 written corrective feedback: A bibliometric analysis of three decades of Scopus-indexed research on L2 WCF. Journal of Second Language Writing, 58, 100934. https://doi.org/https://doi.org/10.1016/j.jslw.2022.100934

Dahliana, S., Akmal, S., & Phonna, R. M. (2023). Weighing research competencies of department of English language education graduates at UIN Ar-Raniry Banda Aceh. Englisia: Journal of Language, Education, and Humanities, 10(2), 255–275.

Daneshvar, E., & Rahimi, A. (2014). Written Corrective Feedback and Teaching Grammar. Procedia - Social and Behavioral Sciences, 136, 217–221. https://doi.org/https://doi.org/10.1016/j.sbspro.2014.05.317

Ellis, R., Sheen, Y., Murakami, M., & Takashima, H. (2008). The effects of focused and unfocused written corrective feedback in an English as a foreign language context. System, 36(3), 353–371. https://doi.org/https://doi.org/10.1016/j.system.2008.02.001

Evans, N. W., Hartshorn, K. J., McCollum, R. M., & Wolfersberger, M. (2010). Contextualizing corrective feedback in second language writing pedagogy. Language Teaching Research, 14(4), 445–463. https://doi.org/10.1177/1362168810375367

Evans, N. W., James Hartshorn, K., & Strong-Krause, D. (2011). The efficacy of dynamic written corrective feedback for university-matriculated ESL learners. System, 39(2), 229–239. https://doi.org/https://doi.org/10.1016/j.system.2011.04.012

Sia, P. F. D., & Cheung, Y. L. (2017). Written corrective feedback in writing instruction: A qualitative synthesis of recent research. Issues in Language Studies, 6(1), 61-80. Retrieved from http://www.ils.unimas.my/vol6-no1

Frear, D., & Chiu, Y. (2015). The effect of focused and unfocused indirect written corrective feedback on EFL learners’ accuracy in new pieces of writing. System, 53, 24–34. https://doi.org/https://doi.org/10.1016/j.system.2015.06.006

Frechette, J., Bitzas, V., Aubry, M., Kilpatrick, K., & Lavoie-Tremblay, M. (2020). Capturing Lived Experience: Methodological Considerations for Interpretive Phenomenological Inquiry. International Journal of Qualitative Methods, 19, 1609406920907254. https://doi.org/10.1177/1609406920907254

Han, Y. (2017). Mediating and being mediated: Learner beliefs and learner engagement with written corrective feedback. System, 69, 133–142. https://doi.org/https://doi.org/10.1016/j.system.2017.07.003

Heydari, P., & Bagheri, M. S. (2012). Error analysis: Sources of L2 learners’ errors. Theory and Practice in Language Studies, 2(8), 1583–1589. https://doi.org/10.4304/tpls.2.8.1583-1589

Hosseiny, M. (2014). The Role of Direct and Indirect Written Corrective Feedback in Improving Iranian EFL Students’ Writing Skill. Procedia - Social and Behavioral Sciences, 98, 668–674. https://doi.org/https://doi.org/10.1016/j.sbspro.2014.03.466

Kessler, M. (2023). Written corrective feedback in an online community: A typology of English language learners’ requests and interlocutors’ responses. Computers and Composition, 67, 102752. https://doi.org/https://doi.org/10.1016/j.compcom.2023.102752

Kim, J. H. (2013). Learner Understanding of Written Corrective Feedback and Its Relationship with Immediate Uptake and Retention in EFL Classrooms. English Teaching, 68(3).

Lee, I. (2020). Utility of focused/comprehensive written corrective feedback research for authentic L2 writing classrooms. Journal of Second Language Writing, 49, 100734. https://doi.org/https://doi.org/10.1016/j.jslw.2020.100734

Lester, J. N., Cho, Y., & Lochmiller, C. R. (2020). Learning to Do Qualitative Data Analysis: A Starting Point. Human Resource Development Review, 19(1), 94–106. https://doi.org/10.1177/1534484320903890

Li, K. L., & Razali, A. B. (2019). Idea sharing: Process-based approach to writing in Malaysian english education. Pasaa, 58(December), 319–341.

Li, S., & Roshan, S. (2019). The associations between working memory and the effects of four different types of written corrective feedback. Journal of Second Language Writing, 45, 1–15. https://doi.org/https://doi.org/10.1016/j.jslw.2019.03.003

Lightbown, P. M. & N. Spada (2006). How languages are learned (3rd ed). Oxford: Oxford University Press.

Maleki, A., & Eslami, E. (2013). The Effects of Written Corrective Feedback Techniques on EFL Students ‟ Control over Grammatical Construction of Their Written. Theory and Practice in Language Studies, 3(7), 1250–1257. https://doi.org/10.4304/tpls.3.7.1250-1257

Mao, S. S., & Crosthwaite, P. (2019). Investigating written corrective feedback: (Mis)alignment of teachers’ beliefs and practice. Journal of Second Language Writing, 45, 46–60. https://doi.org/https://doi.org/10.1016/j.jslw.2019.05.004

Marzban, A., & Arabahmadi, S. (2013). The Effect of Written Corrective Feedback on Iranian EFL Students’ Writing. Procedia - Social and Behavioral Sciences, 83, 1000–1005. https://doi.org/https://doi.org/10.1016/j.sbspro.2013.06.186

Mawlawi Diab, N. (2015). Effectiveness of written corrective feedback: Does type of error and type of correction matter? Assessing Writing, 24, 16–34. https://doi.org/https://doi.org/10.1016/j.asw.2015.02.001

Mubarok, Y., & Budiono, T. (2022). An error analysis on EFL students’ writing. Englisia: Journal of Language, Education, and Humanities, 9(2), 187. https://doi.org/10.22373/ej.v9i2.11386

Mudra, H. (2018). Pre-service EFL teachers’ experiences in teaching practicum in rural schools in Indonesia. Qualitative Report, 23(2), 319–344. https://doi.org/10.46743/2160-3715/2018.3115

Mujtaba, S. M., Reynolds, B. L., Parkash, R., & Singh, M. K. M. (2021). Individual and collaborative processing of written corrective feedback affects second language writing accuracy and revision. Assessing Writing, 50, 100566. https://doi.org/https://doi.org/10.1016/j.asw.2021.100566

Nassaji, H. (2015). Qualitative and descriptive research: Data type versus data analysis. Language Teaching Research, 19(2), 129–132. https://doi.org/10.1177/1362168815572747

Nurie, Y. (2018). Doctoral Students ’ Perceived Needs and Preferences for Supervisors ’ Written Feedback. Pasaa, 56(December).

Pakbaz, R. (2014). The effect of written corrective feedback on EFL learners ’ writing performance : Explicit vs . implicit. International Journal of Language and Linguistics, 2(1999), 12–17. https://doi.org/10.11648/j.ijll.s.2014020501.12

Puengpipattrakul, W. (2020). Review strategies in a first-year university undergraduate thai EFL writing context. Pasaa, 60(December), 237–274.

Salimi, A., & Valizadeh, M. (2015). The Effect of Coded and Uncoded Written Corrective Feedback on the Accuracy of Learners Writing in Pre-intermediate Level. IJALEL, 4(3). https://doi.org/10.7575/aiac.ijalel.v.4n.3p.116

Sarvestani, M. S. (2015). The Effect of Written Corrective Feedback on Writing Accuracy of Intermediate Learners. Theory and Practice in Language Studies, 5(10), 2046–2052.

Sheen, Y., Wright, D., & Moldawa, A. (2009). Differential effects of focused and unfocused written correction on the accurate use of grammatical forms by adult ESL learners. System, 37(4), 556–569. https://doi.org/https://doi.org/10.1016/j.system.2009.09.002

Shintani, N., & Aubrey, S. (2016). The Effectiveness of Synchronous and Asynchronous Written Corrective Feedback on Grammatical Accuracy in a Computer-Mediated Environment. The Modern Language Journal, 100(1), 296–319. https://doi.org/https://doi.org/10.1111/modl.12317

Shintani, N., Ellis, R., & Suzuki, W. (2014). Effects of Written Feedback and Revision on Learners’ Accuracy in Using Two English Grammatical Structures. Language Learning, 64(1), 103–131. https://doi.org/https://doi.org/10.1111/lang.12029

Su, H., & Zhang, L. (2020). Local grammars and discourse acts in academic writing: A case study of exemplification in Linguistics research articles. Journal of English for Academic Purposes, 43, 100805. https://doi.org/https://doi.org/10.1016/j.jeap.2019.100805

Sundari, H., & Febriyanti, R. H. (2022). How do EFL university student-writers prepare their draft? An analysis of writing strategy use in EFL writing instruction. Englisia: Journal of Language, Education, and Humanities, 9(2), 60. https://doi.org/10.22373/ej.v9i2.10374

Zohrabi, K., & Ehsani, F. (2014). The Role of Implicit & Explicit Corrective Feedback in Persian-speaking EFL Learners’ Awareness of and Accuracy in English Grammar. Procedia - Social and Behavioral Sciences, 98, 2018–2024. https://doi.org/https://doi.org/10.1016/j.sbspro.2014.03.637




DOI: http://dx.doi.org/10.22373/ej.v11i1.17943

Refbacks

  • There are currently no refbacks.


This journal has been viewedtimes.
View full page view stats report here.


All works are licensed under CC-BY

Englisia Journal
© Author(s) 2019.
Published by Center for Research and Publication UIN Ar-Raniry and Department of English Language Education UIN Ar-Raniry.

Indexed by: