Abstract
This study aimed to investigate; the students’ preferences toward the lecturer’s corrective feedback in the business letter writing and their reasons why they preferred for particular corrective feedback types. A case study was used by involving 15 EFL students who enrolled the Business Correspondence Course. The questionnaire and interview were used as the research instruments. This study revealed that; (1) the students preferred to receive lecturer correction (M=5.00), followed by lecturer-students conferencing (M=4.13), peer-correction (M=2.73), error identification (M=2.00), lecturer commentary (M=1.93), and self-correction (M=1.27). (2) the students’ reasons at choosing the lecturer correction were getting the directly good correction from the lecturer, which it would be used as the reference/guide for further improvements both linguistic accuracy and business letter organization. In lecturer-students conferencing, beside they got good correction and grateful appreciation from both their lecturer and other students, they could learn and share the knowledge of errors made together; however they ashamed their linguistics errors, low ability and knowledge in formatting good business letter could be known by others. In peer-correction, the students got the unsatisfied and satisfied corrective feedback from their peers; and they were doubt with their peers’ ability and knowledge in giving correction. In Error identification and lecturer commentary, it was difficult for the students to diagnose the real errors and to correct them. Finally, the reasons of self-correction were useless and unsatisfied to evaluate their own work since they had limited ability and knowledge in formatting the business letter writing effectively.
Highlights
A business letter is a written communication that exchanges the information or the message from one party to another party of a company/institution concerning its products and/or services
The lecturer-students conferencing was neutral responded. It means that besides it positive responded, it came a negative effect on the students’ feeling where they ashamed their linguistics errors and low ability and knowledge in formatting good business letter could be known by other students
The findings of the current research clearly reported the EFL students’. Preferences and their reasons toward the various types of corrective feedback given by their lecturer in the business letter writing at Foreign Language Academy (ABA) Colorado Samarinda
Summary
The researcher presented the following bar diagram in order to make clear description of the students’ preferences toward the various type of corrective feedback given by their lecturer in writing the business letter as shown in the figure 1. Concerning the scores calculation in the table 1 and the figure 1 above, it showed that the sum and mean score of lecturer correction was 75 (M=5.00), lecturer commentary was (M=1.93), error identification was (M=2.00), peer-correction was 41 (M=2.73), self-correction was 19 (M=1.27), and lecturer-students Conferencing was 62 (M=4.13). Based on the students’ response on the questionnaire, the researcher divided the students’ preferences into three categories namely; negative (strongly dislike to dislike), neutral, and positive (like to strongly like) that were related with their reasons where they presented . It could be seen in the following table:.
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