A Study of Students and Teachers' Preferences and Attitudes towards Correction of Classroom Written Errors in Saudi EFL Context

Arafat Mousa Ahmed Hamouda

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EFL/ESL Teaching and Learning Student Assessment and Feedback Second Language Acquisition and Learning

Abstract

It is no doubt that teacher written feedback plays an essential role in teaching writing skill. The present study, by use of questionnaire, investigates Saudi EFL students' and teachers' preferences and attitudes towards written error corrections. The study also aims at identifying the difficulties encountered by teachers and students during the feedback process. The questionnaire findings reveal that both teachers and students have positive attitudes towards written error correction. The study also shows that while teachers and students share such common preferences as the importance of error correction and the types of errors, there are considerable discrepancies as to the techniques of error correction. For instance, students favor the overall correction, whereas most teachers do not. However, the results show that students prefer teacher correction to peer and self-correction. Moreover, both the teachers and students have encountered a number of difficulties, so suggestions have been investigated so as to deal with the problems.

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References

1995A Closer Look at Learning Strategies, L2 Proficiency, and Gender 1985Responding to Student Writing 1990Second Language Writing. Research Insights for the Classroom.1991The Preferences of ESL Students for Error Correction in College‐Level Writing Classes 2003Focusing on form: student engagement with teacher feedback 2003Response To Student Writing: Implications for Second Language Students 1988ESL student reaction to written comments on their written work 2012Feedback on compositions: teacher and student verbal reports

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2013Students’ Perceptions of Effective EFL Teachers in University Settings in Cyprus 2014Investigating teachers’ written corrective feedback practices in a Saudi EFL context 2015Written corrective feedback at a Saudi University : English language teachers’ beliefs, students’ preferences, and teachers’ practices 2017Second Language Writing and Assessment: Voices from Within the Saudi EFL Context 2017Comprehensive corrective feedback on low and high proficiency writers

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