Written corrective feedback: preferences and justifications of teachers and students in a Thai context

This study investigates the preferences and justifications of teachers and students on written corrective feedback (WCF) at a tertiary institution in Thailand and is aimed at expanding on prior similar studies conducted with smaller data sets in different contexts. Quantitative and qualitative qu...

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Main Authors:	Black, Douglas Aaron, Nanni, Alexander
Format:	Article
Language:	English
Published:	Penerbit Universiti Kebangsaan Malaysia 2016
Online Access:	http://journalarticle.ukm.my/10164/ http://journalarticle.ukm.my/10164/ http://journalarticle.ukm.my/10164/1/12949-45005-1-PB.pdf

id	ukm-10164
recordtype	eprints
spelling	ukm-101642017-02-27T08:52:27Z http://journalarticle.ukm.my/10164/ Written corrective feedback: preferences and justifications of teachers and students in a Thai context Black, Douglas Aaron Nanni, Alexander This study investigates the preferences and justifications of teachers and students on written corrective feedback (WCF) at a tertiary institution in Thailand and is aimed at expanding on prior similar studies conducted with smaller data sets in different contexts. Quantitative and qualitative questionnaire data were collected from 262 intermediate students and 21 teachers in order to test two hypotheses: (1) teachers’ and students’ WCF preferences would differ significantly, and (2) their justifications for their preferences would differ significantly. The hypotheses were confirmed: teachers rated indirect feedback with metalinguistic comment as being most useful while students most preferred direct feedback with metalinguistic comment. This trend extended to all types of direct feedback being preferred by students while teachers preferred all types of indirect feedback. The most common explanation for the teachers’ preferences was the development of metacognitive skills, while accuracy was the greatest concern for students. The pedagogical implications of the results regarding expectations, student agency, and self-efficacy are discussed. Penerbit Universiti Kebangsaan Malaysia 2016-10 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/10164/1/12949-45005-1-PB.pdf Black, Douglas Aaron and Nanni, Alexander (2016) Written corrective feedback: preferences and justifications of teachers and students in a Thai context. GEMA: Online Journal of Language Studies, 16 (3). pp. 99-114. ISSN 1675-8021 http://ejournal.ukm.my/gema/issue/view/863
repository_type	Digital Repository
institution_category	Local University
institution	Universiti Kebangasaan Malaysia
building	UKM Institutional Repository
collection	Online Access
language	English
description	This study investigates the preferences and justifications of teachers and students on written corrective feedback (WCF) at a tertiary institution in Thailand and is aimed at expanding on prior similar studies conducted with smaller data sets in different contexts. Quantitative and qualitative questionnaire data were collected from 262 intermediate students and 21 teachers in order to test two hypotheses: (1) teachers’ and students’ WCF preferences would differ significantly, and (2) their justifications for their preferences would differ significantly. The hypotheses were confirmed: teachers rated indirect feedback with metalinguistic comment as being most useful while students most preferred direct feedback with metalinguistic comment. This trend extended to all types of direct feedback being preferred by students while teachers preferred all types of indirect feedback. The most common explanation for the teachers’ preferences was the development of metacognitive skills, while accuracy was the greatest concern for students. The pedagogical implications of the results regarding expectations, student agency, and self-efficacy are discussed.
format	Article
author	Black, Douglas Aaron Nanni, Alexander
spellingShingle	Black, Douglas Aaron Nanni, Alexander Written corrective feedback: preferences and justifications of teachers and students in a Thai context
author_facet	Black, Douglas Aaron Nanni, Alexander
author_sort	Black, Douglas Aaron
title	Written corrective feedback: preferences and justifications of teachers and students in a Thai context
title_short	Written corrective feedback: preferences and justifications of teachers and students in a Thai context
title_full	Written corrective feedback: preferences and justifications of teachers and students in a Thai context
title_fullStr	Written corrective feedback: preferences and justifications of teachers and students in a Thai context
title_full_unstemmed	Written corrective feedback: preferences and justifications of teachers and students in a Thai context
title_sort	written corrective feedback: preferences and justifications of teachers and students in a thai context
publisher	Penerbit Universiti Kebangsaan Malaysia
publishDate	2016
url	http://journalarticle.ukm.my/10164/ http://journalarticle.ukm.my/10164/ http://journalarticle.ukm.my/10164/1/12949-45005-1-PB.pdf
first_indexed	2023-09-18T19:56:42Z
last_indexed	2023-09-18T19:56:42Z
_version_	1777406577361289216

Written corrective feedback: preferences and justifications of teachers and students in a Thai context

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