Abstract
This study was designed to explore Libyan EFL students' written corrective feedback preferences regarding their gender to explore the relationship between their gender and their preferences. The data were collected by applying a quantitative method by using a questionnaire. The main objective of this study was to investigate students' preferences on six types of Written Corrective Feedback and investigate which of these types they preferred the most. The researcher administered the questionnaire to a sample of 35 EFL students (16 males and 19 females) studying English (EFL) at Azzaytuna University in Libya. The data were analyzed to reveal the frequency, percentage, mean, and standard deviation values. Paired T-test samples were used to examine the gender differences regarding the types of feedback preferences. These results revealed that students had high preferences towards writing corrective feedback in all types. The results also revealed that there were no statistically significant differences between males and females related to their choices of corrective feedback types. In addition, the results demonstrated that form feedback is the most preferred type among students, followed by unfocused feedback, while content feedback is considered as the least preferable type. This study can be regarded as one of the aspects that may contribute to the improvement in the field of education, as it attempts to explore the characteristic and kinds of error feedback strategies which may promote EFL students at universities and colleges in Libya.
Highlights
Written Corrective Feedback (WCF) in second language acquisition (SLA) is being the most questionable issue for decades [1]
Researchers confirmed that corrective feedback helps students to improve their L2 writing skills [2,3], while others claimed that WCF is not helpful [3] and leads to anxiety [4]
The current study focuses on the role of feedback in developing FL writing accuracy in university students to determine the kind of feedback that is more helpful in terms of developing writing accuracy, and to see the relation of gender on students’ preferences
Summary
Written Corrective Feedback (WCF) in second language acquisition (SLA) is being the most questionable issue for decades [1]. Researchers confirmed that corrective feedback helps students to improve their L2 writing skills [2,3], while others claimed that WCF is not helpful [3] and leads to anxiety [4]. Researchers such as Lee [5] stated that students should avoid focusing on corrective feedback in writing and do not trust in the long-term effect of corrective feedback. The more instructors focus on learners’ preferences to WCF, the more positively they will react to the correction
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