Speaking out on behalf of the voiceless learners: Written corrective feedback for English language learners in Iran
Year: 2017
Type: article
Study design: Observational Study
Abstract: 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.
Source: Issues in educational research
Authors: Majid Nemati, Sayyed Mohammad Alavi, Hassan Mohebbi, Ali Panahi
Language: English
Subfield: Language and Linguistics
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W2765803662