Abstract
This study investigates the preferences and justifications of teachers and students on written corrective feedback (WCF) at a tertiary institution in Thailand and is aimed at expanding on prior similar studies conducted with smaller data sets in different contexts. Quantitative and qualitative questionnaire data were collected from 262 intermediate students and 21 teachers in order to test two hypotheses: (1) teachers’ and students’ WCF preferences would differ significantly, and (2) their justifications for their preferences would differ significantly. The hypotheses were confirmed: teachers rated indirect feedback with metalinguistic comment as being most useful while students most preferred direct feedback with metalinguistic comment. This trend extended to all types of direct feedback being preferred by students while teachers preferred all types of indirect feedback. The most common explanation for the teachers’ preferences was the development of metacognitive skills, while accuracy was the greatest concern for students. The pedagogical implications of the results regarding expectations, student agency, and self-efficacy are discussed. DOI: http://doi.org/10.17576/gema-2016-1603-07
Highlights
This study analyzes and compares the attitudes and expectations of students and teachers at a post-secondary institution in Thailand with a greater sample size than previous research on the subject
In recent years much research has been conducted regarding the effectiveness of written corrective feedback (WCF), yet practitioners and researchers are still left without definitive answers regarding implementation (Truscott & Hsu, 2008; Ellis, 2009; Hartshorn, Evans, Merrill, Sudweeks, Anderson, 2010; Daneshvar & Rahmimi, 2014; Jiang & Xiao, 2014)
As more researchers move beyond the initial questions on the effectiveness of WCF, recent studies have called for research into situational application, student and teacher attitudes and expectations of feedback, the context in which the feedback is given, and greater sample sizes of collected data (Amrhein & Nassaji, 2010; Norouzian & Farahani, 2012; Sayyar & Zamanian, 2015)
Summary
This study analyzes and compares the attitudes and expectations of students and teachers at a post-secondary institution in Thailand with a greater sample size (nstudent=262, nteacher=21) than previous research on the subject. It uses students from a different cultural background, Thai. May be incompatible with some learners’ preference for teacher-centered instruction We hypothesize that this leads to a clash between the expectations of Thai students and the ISSN: 1675-8021
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