Abstract
The aim of the current study is to investigate the Saudi English as a foreign language (EFL) learners’ preferences for corrective feedback on written assignments. This mixed-method study used a closed-ended Likert scale questionnaire that was adopted and adapted to suit the participants under investigation. Additionally, an open-ended question was used to gain more insight. Both instruments were completed by 114 Saudi female EFL learners whose ages ranged from 12 to 13 years old and who were studying in the seventh grade at a private school in Jeddah. The instruments were given to the learners after 6 weeks of implementing three different types of feedback on written assignments. The quantitative part of the study was descriptively analysed using SPSS to find the learners’ preferences in corrective feedback, and a one-way ANOVA was used to find the differences between learners’ preferences among groups. The qualitative part of the study was thematically categorised and manually analysed using Excel. The findings revealed that the learners’ preferences did not vary according to the type of corrective feedback. However, the vast majority of learners preferred having constructive feedback on how to correct their mistakes. Additionally, learners preferred the use of electronic devices to receive corrective feedback. This study suggests that teachers consider learners’ preferences on corrective feedback so that they can incorporate these into their teaching plans.
Highlights
English language teachers use corrective feedback (CF) to enhance and support the learning process
English as a foreign language (EFL) teachers use different strategies, direct and indirect CF, so that learners can become aware of their errors and try to avoid them in the future
The aim of this study is to examine EFL learners’ preferences of the CF that they receive from their English teacher on their written assignment
Summary
English language teachers use corrective feedback (CF) to enhance and support the learning process. English as a foreign language (EFL) teachers use different strategies, direct and indirect CF, so that learners can become aware of their errors and try to avoid them in the future. Despite the varied strategies of giving CF, English teachers might provide learners with CF that is not effective or sometimes does not match the learners’ preferences. It is essential in the learning and teaching process to consider EFL learners’ preferences in order to promote English learning. The aim of this study is to examine EFL learners’ preferences of the CF that they receive from their English teacher on their written assignment
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