Teachers’ Practices and Students’ Preferences of Grammar-centered Written Corrective Feedback in Iran
Subject Areas : Research in English Language Pedagogy
Hooman
Saeli
1
(The University of Tennessee)
Keywords: Written corrective feedback, Student perceptions, Teacher practices, Teacher perceptions, Learner engagement with feedback,
Abstract :
This study explored teachers’ practices and students’ preferences regarding grammar-centered written corrective feedback (WCF) in an Iranian EFL context. Semi-structured interviews were used to collect data from 14 teachers and 15 students, teaching and taking English at different proficiency levels. The data analysis identified three thematic categories in the interview responses: error correctors, amount of WCF, and WCF methods. The findings showed that the teachers mostly provided teacher-generated grammar feedback since they believed that their students preferred this type of correction. Additionally, the students preferred teacher-generated feedback. Also, the teachers mostly gave comprehensive feedback on the grammatical errors, because they thought comprehensive correction was perceived positively by their students. This, similarly, was preferred by the students. Moreover, the teachers stated that their students liked direct grammar feedback; the students also reported their preference for direct WCF. Overall, the teachers were aware of their students’ preferences, so they provided the kind of feedback their students were most likely to effectively engage with.
Aljaafreh, A., & Lantolf, J. (1994). Negative feedback as regulation and second language learning in the zone of proximal development. The Modern Language Journal, 78, 465- 483.
Amrhein, H. R., & Nassaji, H. (2010). Written corrective feedback: What do students and teachers think is right and why? Canadian Journal of Applied Linguistics, 13(2), 95-127.
Bitchener, J., & Knoch, U. (2009). The relative effectiveness of different types of direct written corrective feedback. System, 37(2), 322-329.
Brown, A. V. (2009). Students' and teachers' perceptions of effective foreign language teaching: a comparison of ideals. The Modern Language Journal, 93(1), 46-60.
Diab, R. L. (2005). Teachers' and students' beliefs about responding to ESL writing: A case study. TESL Canada Journal, 23(1), 28-43.
Ellis, R. (2010). A framework for investigating oral and written corrective feedback. Studies in Second Language Acquisition, 32(2), 335-349.
Ferris, D. R. (1995). Student reactions to teacher response in multiple-draft composition classrooms. TESOL Quarterly, 29(1), 33-53.
Ferris, D. R. (2014). Responding to student writing: Teachers’ philosophies and practices. Assessing Writing, 19, 6-23.
Ferris, D. R., Brown, J., Liu, H., & Stine, M. E. A. (2011). Responding to L2 students in college writing classes: What teachers say and what they do. TESOL Quarterly, 45, 207-234.
Ferris, D. R., Liu, H., Sinha, A., & Senna, M. (2013). Written corrective feedback for individual L2 writers. Journal of Second Language Writing, 22, 307-329.
Guénette, D., & Lyster, R. (2013). Written corrective feedback and its challenges for pre-service ESL teachers. Canadian Modern Language Review, 69(2), 129-153.
Harwood, N., Austin, L., & Macaulay, R. (2009). Proofreading in a UK university: Proofreaders’ beliefs, practices, and experiences. Journal of Second Language Writing, 18(3), 166-190.
Hedgcock, J., & Lefkowitz, N. (1994). Feedback on feedback: Assessing learner receptivity to teacher response in L2 composing. Journal of Second Language Writing, 3(2), 141-163.
Horwitz, E. K. (1999). Cultural and situational influences on foreign language learners' beliefs about language learning: A review of BALLI studies. System, 27(4), 557-576.
Junqueira, L., & Payant, C. (2015). “I just want to do it right, but it’s so hard’’: A novice teacher’s written feedback beliefs and practices. Journal of Second Language Writing, 27, 19-36.
Kaivanpanah, S., Alavi, S. M., & Sepehrinia, S. (2015). Preferences for interactional feedback: Differences between learners and teachers. The Language Learning Journal, 43(1), 74- 93.
Lantolf, J., & Pavlenko, A. (2001). Second Language Activity Theory: Understanding second language learners as people. In M. Breen (Ed.), Learner contributions to language learning (pp. 172-182). London: Longman.
Lee, I. (2008). Student reactions to teacher feedback in two Hong Kong secondary classrooms. Journal of Second Language Writing, 17(3), 144-164.
Lee, I. (2009). Feedback revolution: What gets in the way? ELT Journal, 65(1), 1-12.
Lee, M. K. (2015). Peer feedback in second language writing: Investigating junior secondary students' perspectives on inter-feedback and intra-feedback. System, 55, 1-10.
Leki, I. (1991). The preferences of ESL students for error correction in college‐level writing classes. Foreign Language Annals, 24(3), 203-218.
Loewen, S., Li, S., Fei, F., Thompson, A., Nakatsukasa, K., Ahn, S., & Chen, X. (2009). Second language learners' beliefs about grammar instruction and error correction. The Modern Language Journal, 93(1), 91-104.
Mackey, A., Al-Khalil, M., Atanassova, G., Hama, M., Logan-Terry, A., & Nakatsukasa, K. (2007). Teachers' intentions and learners' perceptions about corrective feedback in the L2 classroom. International Journal of Innovation in Language Learning and Teaching, 1, 129-152.
Min, H. T. (2006). The effects of trained peer review on EFL students’ revision types and writing quality. Journal of Second Language Writing, 15(2), 118-141.
Nayar, P. B. (1997). ESL/EFL dichotomy today: Language politics or pragmatics? TESOL Quarterly, 31(1), 9-37.
Poulos, A., & Mahony, M. J. (2008). Effectiveness of feedback: The students’ perspective. Assessment & Evaluation in Higher Education, 33(2), 143-154.
Radecki, P., & Swales, J. (1988). ESL student reaction to written comments on their written work. System, 16(3), 355-365.
Rahimi, M. (2010). Iranian EFL students’ perceptions and preferences for teachers’ written feedback: Do students’ ideas reflect teachers’ practice? The Journal of Teaching Language Skills, 2(2), 75-98.
Schulz, R. A. (1996). Focus on form in the foreign language classroom: Students' and teachers' views on error correction and the role of grammar. Foreign Language Annals, 29(3), 343-364.
Schulz, R. A. (2001). Cultural differences in student and teacher perceptions concerning the role of grammar instruction and corrective feedback: USA: Colombia. The Modern Language Journal, 85(2), 244-258.
Sheen, Y. (2010). Differential effects of oral and written corrective feedback in the ESL classroom. Studies in Second Language Acquisition, 32(2), 203-234.
Yang, M., Badger, R., & Yu, Z. (2006). A comparative study of peer and teacher feedback in a Chinese EFL writing class. Journal of Second Language Writing, 15(3), 179-200.
Zhu, W. (2004). Faculty views on the importance of writing, the nature of academic writing, and teaching and responding to writing in the disciplines. Journal of Second Language Writing, 13(1), 29-48.
Zohrabi, M., Torabi, M. A., & Baybourdiani, P. (2012). Teacher-centered and/or student- centered learning: English language in Iran. English Language and Literature Studies, 2(3), 18-30.