Speaking out on Behalf of the Voiceless Learners: Written Corrective Feedback for English Language Learners in Iran

Autor/inn/en	Nemati, Majid; Alavi, Sayyed Mohammad; Mohebbi, Hassan; Masjedlou, Ali Panahi
Titel	Speaking out on Behalf of the Voiceless Learners: Written Corrective Feedback for English Language Learners in Iran
Quelle	In: Issues in Educational Research, 27 (2017) 4, S.822-841 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1837-6290
Schlagwörter	Foreign Countries; English (Second Language); Second Language Learning; Writing Skills; Student Attitudes; Feedback (Response); Questionnaires; Language Proficiency; Preferences; Adolescents; Young Adults; Iran + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Writing skill; Schreibfertigkeit; Schülerverhalten; Fragebogen; Language skill; Language skills; Sprachkompetenz; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Young adult; Junger Erwachsener
Abstract	To date, L2 researchers have studied the effect of feedback on improving L2 learners' writing from different perspectives. However, there are a lot of aspects which are not comprehensively researched yet, such as L2 learners' and teachers' perceptions and practices about feedback. To close the gap, this study investigates language learners' perceptions, beliefs, and preferences about teachers' feedback practice in Iranian classrooms. To this end, 311 students at three language proficiencies (elementary, intermediate, and upper-intermediate and advanced) completed a questionnaire which inquired into teachers' feedback practices from learners' viewpoints and preferences. The findings indicated some similarities and differences across the three proficiency levels. They all were in favour of direct unfocused feedback, but they had different viewpoints on satisfaction with their teachers' feedback practices, the need to revise their writing, the targeted structures, and their feelings after receiving feedback. Moreover, the findings revealed some discrepancies between research, teacher practices, and language learners' needs and preferences. (As Provided).
Anmerkungen	Western Australian Institute for Educational Research Inc. 5/202 Coode Street, Como, Western Australia 6152, Australia. e-mail: editor@iier.org.au; Web site: http://www.waier.org.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01