Students’ Perceptions of Corrective Feedback in EFL Classrooms in Higher Education

Abstract

Feedback in general represents an essential aspect of the teaching and learning process. As such, it is also seen as closely connected to students’ academic achievement and development. This study examines students’ perceptions of three types of corrective feedback, such as explicit correction, elicitation, and recasts. Additionally, it aims to show the correlation between the academic achievement of students and corrective feedback. A self-designed questionnaire was used to collect data from a random sample of 37 students who attend Business English as a foreign language course. Analysis of the data showed that there is no correlation between corrective students’ perceptions of corrective feedback and their academic achievements. The study showed that students who get corrective feedback don’t feel embarrassed when being corrected, they also like it when they are corrected and see corrective feedback as help in improving their weak areas in language. Despite the lack of a correlation between students’ perceptions of corrective feedback and their academic achievement, this study recommends teachers use corrective feedback with students because students see it as a positive tool in language learning.