A Comparative Study of EFL Teachers' and Intermediate High School Students' Perceptions of Written Corrective Feedback on Grammatical Errors

Autor/inn/en	Jodaie, Mina; Farrokhi, Farahman; Zoghi, Masoud
Titel	A Comparative Study of EFL Teachers' and Intermediate High School Students' Perceptions of Written Corrective Feedback on Grammatical Errors
Quelle	In: English Language Teaching, 4 (2011) 4, S.36-48 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	English (Second Language); Language Teachers; High School Students; Secondary School Teachers; Student Attitudes; Teacher Attitudes; Written Language; Feedback (Response); Grammar; Error Correction; Comparative Analysis; Questionnaires; Semi Structured Interviews; Foreign Countries; Language Proficiency; Statistical Analysis; Qualitative Research; Iran + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Language teacher; Sprachunterricht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schülerverhalten; Lehrerverhalten; Geschriebene Sprache; Grammatik; Korrektur; Fragebogen; Ausland; Language skill; Language skills; Sprachkompetenz; Statistische Analyse; Qualitative Forschung
Abstract	This study was an attempt to compare EFL teachers' and intermediate high school students' perceptions of written corrective feedback on grammatical errors and also to specify their reasons for choosing comprehensive or selective feedback and some feedback strategies over some others. To collect the required data, the student version of questionnaire developed for the purposes of this study was distributed to 100 intermediate high school students who were selected based on their scores on a proficiency test. The matching teacher version of the above-mentioned questionnaire was also distributed to 30 EFL teachers in language institutes. Semi-structured interviews with 8 teachers and 10 students were also carried out to provide more in-depth and qualitative data. Results showed that there are some important differences as well as similarities between teachers' and students' perceptions of written corrective feedback on grammatical errors. In addition, some unexpected differences in EFL teachers' perceptions of written corrective feedback were found. Overall, the present study can have some insightful implications for the field of EFL writing instruction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01