Abstract
Abstract Ever since Truscott (1996) commented on the use of written corrective feedback (CF), there has been a growing interest in this field of study. Unfortunately, despite the number of researches done in this field, most of them has only focused on the pedagogical and fundamental aspects. Very few researches looked at students’ perception of written CF. This paper investigates the perspectives of Taylor’s University Lakeside Campus Intensive English Program (IEN) students on Corrective Feedback in their writing class. This study was conducted using a quantitative approach and used T-test to test the hypotheses. The results of this study shed light on the impact of CF in second language acquisition (SLA).
Highlights
The debate on the case against correction in writing for second language learners (SLL) has been ongoing since Truscott (1996) published his article against the use of corrective feedback for Second Language Learners (SLLs), claiming that it is detrimental to their acquisition of the language
Other researchers such as Ferris (1999) pointed out that Truscott’s claim is premature and overly strong considering the fact that there is growing research evidence which suggests the effectiveness of corrective feedback (CF), albeit minimal, in helping student writers improve their writing, and this can only happen provided that the error correction is clearly highlighted
TSCF is the most common CF that can be found in a classroom but since the emergence of constructivist theories in learning, PPCF and self-corrective feedback (SCF) are highly encouraged by teachers so that students learn to identify their own mistakes as well as that of their friends
Summary
The debate on the case against correction in writing for second language learners (SLL) has been ongoing since Truscott (1996) published his article against the use of corrective feedback for SLL, claiming that it is detrimental to their acquisition of the language. According to Schulz (2001), students’ beliefs towards language learning and error correction suggest that students may have differing views from teachers regarding how errors should be corrected. These differing views can lead to student frustration and demotivation (Sakui & Gales, 1999) It is worthwhile studying students’ perspectives to gain a deeper insight on their preference in terms of CF for their writing and how they would like it to be presented. This would be beneficial in improving the learning environment for both students and teachers.
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