Teacher and student perceptions of second language writing feedback: A survey of six college ESL classes and their teachers
Year: 2009
Type: article
Study design: Observational Study
Abstract: Research on second language writing has focused on feedback practices and student revision processes. The purpose of this study is to examine students’ and teachers’ feelings and thoughts in regards to written feedback, and to compare these perceptions with teacher self-assessments. Both teachers and students in university level ESL writing courses were surveyed about their perceptions of teacher written feedback. Results indicated that they showed no particular preference for any single type of feedback and that students were generally satisfied with the type and amount of feedback that they were given. Additionally, both teachers and students placed the burden of error correction on each other. These and other findings are discussed in light of the context and suggest that teachers should be aware of their students’ perceptions when employing their feedback approaches.
Author: Ann Johnstun
Language: English
Subfield: Language and Linguistics
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2292710554