Contrasting Perceptions of Students and Teachers: Written Corrective Feedback

Autor/in	Atmaca, Çagla
Titel	Contrasting Perceptions of Students and Teachers: Written Corrective Feedback
Quelle	In: Journal of Language and Linguistic Studies, 12 (2016) 2, S.166-182 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-578X
Schlagwörter	Feedback (Response); Teacher Student Relationship; English (Second Language); Teacher Attitudes; Student Attitudes; Error Analysis (Language); Error Correction; Questionnaires; Qualitative Research; Correlation; College Freshmen; College Faculty; Educational Practices; Preferences; Foreign Countries; Second Language Learning; Turkey + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; English as second language; English; Second Language; Englisch als Zweitsprache; Lehrerverhalten; Schülerverhalten; Error analysis; Language; Fehleranalyse; Korrektur; Fragebogen; Qualitative Forschung; Korrelation; Studienanfänger; Fakultät; Bildungspraxis; Ausland; Zweitsprachenerwerb; Türkei
Abstract	Teacher-student negotiation in terms of corrective feedback types for written language production has been studied in some ESL (English as a Second Language) contexts. However, there needs to be more studies in some other contexts. Therefore, this study aims to find out the similarities and differences between students' and teachers' perceptions about written corrective feedback in an EFL (English as a Foreign Language) context and provide educational implications in written error treatment. For this purpose, 34 EFL teachers and 34 EFL learners were administered a questionnaire and some open-ended questions, and the gathered data were analyzed with statistical procedures and descriptive qualitative analyses. Although it was found out that there are no significant differences (t (66) = 0.406; p > 0.05) between the two groups in terms of amount and type of written corrective feedback, there exist some differences in the findings of the open-ended questions. Furthermore, some differences were fixed even within the same group, that is, there are differences in the adoption of written corrective feedback among students or teachers themselves. If teachers inform their students about what kind of written feedback will be given and what is expected from students at the onset of writing instruction, students will gain consciousness about their roles in learning and the value of the feedback in the long term. (As Provided).
Anmerkungen	Journal of Language and Linguistic Studies. Hacettepe Universitesi, Egitim Fakultesi B Blok, Yabanci Diller Egitimi Bolumu, Ingiliz Dili Egitimi Anabilim Dali, Ankara 06800, Turkey. e-mail: jllsturkey@gmail.com; Web site: http://www.jlls.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01