Chinese Secondary EFL Learners' and Teachers' Preferences for Types of Written Corrective Feedback

Autor/inn/en	Li, Haishan; He, Qingshun
Titel	Chinese Secondary EFL Learners' and Teachers' Preferences for Types of Written Corrective Feedback
Quelle	In: English Language Teaching, 10 (2017) 3, S.63-73 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Preferences; Error Correction; Feedback (Response); Teaching Methods; Correlation; Student Attitudes; Secondary School Students; Secondary School Teachers; Foreign Countries; Written Language; Gender Differences; Language Proficiency; Grades (Scholastic); Statistical Analysis; Metalinguistics; Teacher Attitudes; China + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Korrektur; Teaching method; Lehrmethode; Unterrichtsmethode; Korrelation; Schülerverhalten; Sekundarschüler; Ausland; Geschriebene Sprache; Geschlechterkonflikt; Language skill; Language skills; Sprachkompetenz; Notenspiegel; Statistische Analyse; Metalanguage; Metasprache; Lehrerverhalten
Abstract	How learners perceive written corrective feedback (CF) associates with its effectiveness in language learning. This research investigates students' preferences for three types of written CF, i.e., direct, indirect and metalinguistic written CF, and explores the factors that encourage the teachers to employ these CFs in teaching practice. The findings include: (1) indirect written CF is preferred by most Chinese secondary EFL learners and there exist significant differences among their preferences, (2) gender difference significantly influences learners' preference for metalinguistic written CF and proficiency differences significantly influence their preference for indirect written CF, (3) indirect written CF is most commonly used by the teachers of secondary levels and (4) there are no significant differences between learners' preferences and teachers' practice in Chinese secondary schools. This research thus presents a new acquaintance with learners' preferences and teachers' justification for their execution. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01