Exploring Learners' and Teachers' Preferences Regarding Written Corrective Feedback Types in Improving Learners' Writing Skill

Autor/inn/en	Reguieg, Fatima Zohra; Hamitouche, Fatiha
Titel	Exploring Learners' and Teachers' Preferences Regarding Written Corrective Feedback Types in Improving Learners' Writing Skill
Quelle	In: Arab World English Journal, 13 (2022) 1, S.117-128 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Reguieg, Fatima Zohra)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2229-9327
Schlagwörter	Preferences; Written Language; Error Correction; Feedback (Response); Writing Skills; Writing Improvement; English (Second Language); Second Language Learning; Middle School Students; Foreign Countries; Middle School Teachers; Student Attitudes; Teacher Attitudes; Algeria + Suchen Sie Ihr Suchwort? Geschriebene Sprache; Korrektur; Writing skill; Schreibfertigkeit; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Ausland; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Schülerverhalten; Lehrerverhalten; Algerien
Abstract	The current research is significant. It aims to improve learners' writing and facilitate their academic achievement. This study examines learners' and teachers' preferences to written corrective feedback types in enhancing EFL learners writing. The main research question is to investigate the likes of teaches and learners regarding written corrective feedback types in enhancing learners' writing skills. The learners' questionnaire and the teachers' questionnaire were the instruments. The respondents responded to the questionnaires. The submission of the research instruments took place on November 2021 at Zaida Ben Aissa middle school. The findings have shown that learners prefer their writing to be corrected via unfocused, direct feedback while teachers like to use indirect, focused feedback on their learners' writings. (As Provided).
Anmerkungen	Arab World English Journal. 10602 Davlee Lane, Richmond, Texas, 77407. e-mail: editor@awej.org; e-mail: info@ASELS.org; Web site: https://awej.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11