Abstract
Several studies believe that providing feedback on a students� writing task offers several benefits. However, giving excessive corrections on students� mistakes can have a negative impact on the students� feeling. This study aims to investigate English Foreign Language students� emotional response to the teachers� written corrective feedback. A qualitative method was applied. The participants were 72 third grade students at an institution in Cimahi. To collect the data, a five-point Likert scale questionnaire and a semi-structured interview were applied. The results revealed that the teachers� written corrective feedback had negative impact to the students� feelings, especially for the students who had mid and low proficiency level in writing. It even led to the students� demotivation. This indicates that the teachers have to consider several things before they give some written feedback as it can affect the students� attitude in a negative way.
Highlights
How teachers correct second language students’ writing has become an interested topic to be discussed
This study aims to find out the students’ emotional response to the written corrective feedback
The results were classified into three parts, based on the students’ proficiency levels
Summary
How teachers correct second language students’ writing has become an interested topic to be discussed. The first type of feedback focuses on the provision of the correct form of students’ errors (Bitchener et al, 2005; Hyland & Hyland, 2006; Domakani & Roohani, 2010; Irwin, 2017; Goksoy & Nazli, 2016; Westmacott, 2017). In this type of feedback, the teachers identify the error, clarifies the ideas, and provides the correct form. This feedback has an additional form known as metalinguistic feedback, in which the teachers
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