Abstract
Providing different types of corrective feedback on learners’ writing is a common practice in writing classes. Applied linguists have also invested huge attempt in investigating the impact that coorective feedback might have on developing different language skills among EFL/ESL writers. Despite the breadth of empirical research on the issue, literature has witnessed very few studies addressing the writer thought processes in dealing with the corrective feedback they recieve from their instructors. Therefore, the present qualitative study, which explores the way Iranian EFL learners respond to teacher corrective feedback, is an answer to this research need. The study included a sample of ten female high school students who were purposively selected and investigated for the cognitive process they assumed in responding to teacher written corrective feedback and their preferences for CF in writing tasks. Findings of the study have revealed that EFL learners go through a long and sophisticated thought process, reviewing, evaluating and finally accepting or ‘submiting to’ teacher corrective feedback.
Highlights
Ellis (2006) defines Corrective feedback (CF) as ‘responses to learner utterances containing an error’ (Ellis, 2006, p, 28)
When the participant writers attended to the written feedback on their writing, they always stopped at each feedback and recursively went back and forth from teacher feedback to their written text and to their knowledge reservoir of the target or first language
The current study was an attempt to bring to light the thought processes that EFL writers tend to go through as they attend to teacher feedback and think aloud simultaneously
Summary
Ellis (2006) defines Corrective feedback (CF) as ‘responses to learner utterances containing an error’ (Ellis, 2006, p, 28). Providing CF is an essential part of any formal language learning context, and it has, been widely researched by applied linguists. As Lyster, Saito, and Sato (2013) observe, the meta-analysis studies of CF published in the past few years indicate that interest in research on CF has gained remarkable momentum in SLA. Such a mounting interest in CF is due to the fact that CF is highly researchable (Ellis, 2010). There exist a lot of conceptual controversies surrounding the concept of CF and it is ubiquitously practiced in English language teaching (Kang & Han, 2015). According to Ferris (2010), even Truscott’s essay, which suggested the abandonment of the use of CF, has created more research enthusiasm in the topic
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