Abstract
Providing written corrective feedback (WFC) is a pedagogical strategy that makes students aware of their learning progress and the areas they need to improve. Despite the numerous research on the effectiveness of this approach, studies have failed to recognize the importance of determining whether students’ and teachers’ WCF perspectives and preferences correspond. Thus, this study aims at determining university students’ preferences and perspectives on written corrective feedback in contrast with their teachers’. A modified parallel questionnaire was used in gathering both quantitative and qualitative data. Findings show that participants do have uninformed disagreements on some issues regarding their WCF perspectives and preferences which are never considered. Such concerns need to be addressed for error correction practice to be more effective.
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