Main Article Content
This is an exploratory study investigating the perceptions and preferences of EFL learners who study English for academic purposes towards written corrective feedback. Qualitative data were collected from 64 Saudi English-major students by means of focus group interviews, a survey with one open-ended question, and semi-structured interviews. Findings revealed that all the participants had positive attitudes towards WCF and believed that teachers’ comments could help them promote their writing accuracy. They looked at teacher response as a great guidance to soften writing anxiety and overcome multiple composing difficulties. The majority of students preferred direct feedback and found it beneficial to locate and correct errors successfully. Most students also preferred comprehensive feedback that responds to all types of errors in their texts. They found large amounts of different feedback comments helpful to make successful revisions and reduce the number of errors in the next drafts. Additionally, all students endorsed positive feedback and considered encouraging and praising comments a powerful motivation tool to enhance their achievements and make them work harder. As a result, EFL writing teachers are expected to become more sensitive to their students’ needs, meet their preferences, and adjust their written corrective feedback to respond to certain writing aspects that students need the most.
This work is licensed under a Creative Commons Attribution 4.0 International License.