Abstract
Writing skill has been considered as a crucial skill that EFL students need to master. One of the techniques usually employed by teachers to help students improve their writing is via Written Corrective Feedback (WCF). Although many studies have been conducted to test its effectiveness, fewer studies have examined students’ and teachers’ preferences and beliefs towards the usefulness of WCF. Therefore, the present study analyzed students’ preferences and teachers’ beliefs regarding WCF. The participants consisted of 35 EFL students and 5 EFL teachers enrolled in SMK Negeri 1 Bawang Banjarnegara, a vocational high school in Banjarnegara, Indonesia. The data were both obtained through written questionnaires for the students and interview questions for the teachers. The collected data were analyzed based on WCF types classified by Ellis (2008), specifically for certain types like direct, indirect, and metalinguistic corrective feedback. The result of the present study demonstrated that both students and teachers mostly agreed that students should receive WCF in large amounts. Both of them also agreed that teachers should provide comprehensive feedback which consists of correction and explanations. Finally, both of them also had similar opinions that form-focused errors should be prioritized for correction than content-focused errors.
Highlights
English is an international language, and learning English is necessary for global communication
Khunaivi and Hartono (2015) stated, “In Indonesia, English belongs to a foreign language in which it is used for academic purposes, job vacancies’ requirement, and traveling overseas” (p. 15)
It is the most difficult skill to learn among others. “when compared with other fundamental skills such as listening, speaking, and reading; writing is the most difficult skill because it requires writers to have a great deal of lexical and syntactical knowledge as well as principal of organization in L2 to produce a good writing.” (Tangpermpoon, 2008, p. 1)
Summary
English is an international language, and learning English is necessary for global communication. Writing is one of the most essential skills for EFL students alongside reading, listening, and speaking. It is the most difficult skill to learn among others. “when compared with other fundamental skills such as listening, speaking, and reading; writing is the most difficult skill because it requires writers to have a great deal of lexical and syntactical knowledge as well as principal of organization in L2 to produce a good writing.” It has been teachers’ job to find appropriate teaching techniques to encourage students’ success in learning such skill
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