EFL Teachers’ Corrective Feedback and Students’ Revision in a Peruvian University: A descriptive study

الموضوعات :

Maria Lourdes Lira Gonzales ¹ (Université du Québec en Abitibi-Témiscamingue, Canada)
Martha Lira de Tejeda ² (Center for Language Studies, Universidad San Ignacio de Loyola, Lima, Peru)
Janna Tolentino Krous ³ (Center for Language Studies, Universidad San Ignacio de Loyola, Lima, Peru)
Dora Vasquez ⁴ (Center for Language Studies, Universidad San Ignacio de Loyola, Lima, Peru)

تاريخ الإرسال : 06 الجمعة , رجب, 1439 تاريخ التأكيد : 27 الإثنين , رمضان, 1439 تاريخ الإصدار : 23 السبت , ربيع الأول, 1440

الکلمات المفتاحية: EFL, ESL, written corrective feedback, types of errors, students’ revisions,

ملخص المقالة :

This study explored the EFL teachers’ written corrective feedback (CF) techniques and their EFL students’ ability to integrate the CF while revising their texts. A total of 72 EFL students and 4 EFL teachers participated in this study. The data were collected through explicitation interviews administered to teachers and students, as well as through students’ written productions. A content analysis was carried out employing three pre-established categories: types of students’ errors (Guénette & Lyster, 2013), types of teachers’ feedback (Guénette, 2010), and types of students’ revisions (Ferris, 2006). Results showed that error identification with error code was the most frequent type of written CF used by the two teachers in the pre intermediate groups and one of the teachers in the upper intermediate group; whereas, the other teacher in the upper intermediate group used mainly direct error correction without comment when providing feedback. In addition, results showed that although students from different levels undertook revisions of their errors in different ways, most were ultimately able to correct their errors.