Students' Perceptions of Teachers' Written Corrective Feedback in the Malaysian ESL Classroom

Autor/inn/en	Ganapathy, Malini N. G.; Tan Ai Lin, Debbita; Phan, Jonathan
Titel	Students' Perceptions of Teachers' Written Corrective Feedback in the Malaysian ESL Classroom
Quelle	In: Malaysian Journal of Learning and Instruction, 17 (2020) 2, S.103-136 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1675-8110
Schlagwörter	Student Attitudes; Secondary School Students; Adolescents; Error Correction; Feedback (Response); English (Second Language); Writing Instruction; Writing Improvement; Direct Instruction; Instructional Effectiveness; Grammar; Foreign Countries; Malaysia + Suchen Sie Ihr Suchwort? Schülerverhalten; Sekundarschüler; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Korrektur; English as second language; English; Second Language; Englisch als Zweitsprache; Schreibunterricht; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Unterrichtserfolg; Grammatik; Ausland
Abstract	Purpose: This study examined the types of written corrective feedback provided to ESL students in writing classes in Malaysian secondary schools, and their perceptions towards the provision of written corrective feedback in the Malaysian context. Methodology: A survey questionnaire was administered randomly among 720 Form Four students from 10 secondary schools in Penang. The questionnaire was based on a Likert scale and responses were analysed using descriptive statistics. Findings: Results showed that most learners benefited from and preferred direct feedback, and tended to focus on form such as grammar, paragraph organisation, content and clarity of ideas. Students preferred this form of feedback as they were able to understand errors more clearly. It was found that most students were unable to self-regulate their own errors; a majority could not locate their own errors and had become passive learners within the Malaysian schooling system. Significance: The study is significant to Malaysian secondary schools in its effects, depicting the many forms of corrective feedback available in the ESL context that can be employed in school besides the popularized direct feedback used within the syllabus. (As Provided).
Anmerkungen	Universiti Utara Malaysia Press. UUM Press, Universiti Utara Malaysia, 08010 UUM Sintok, Kedah, Malaysia. Tel: +60-4-928-4816; Fax: +60-4-928-4792; e-mail: uumpress@uum.edu.my; Web site: http://mjli.uum.edu.my/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01