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...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Penerbit Universiti Kebangsaan Malaysia
2016
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| Online Access: | http://journalarticle.ukm.my/10164/ http://journalarticle.ukm.my/10164/1/12949-45005-1-PB.pdf |
| _version_ | 1848812295715553280 |
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| author | Black, Douglas Aaron Nanni, Alexander |
| author_facet | Black, Douglas Aaron Nanni, Alexander |
| author_sort | Black, Douglas Aaron |
| building | UKM Institutional Repository |
| collection | Online Access |
| 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. |
| first_indexed | 2025-11-15T00:00:02Z |
| format | Article |
| id | oai:generic.eprints.org:10164 |
| institution | Universiti Kebangasaan Malaysia |
| institution_category | Local University |
| language | English |
| last_indexed | 2025-11-15T00:00:02Z |
| publishDate | 2016 |
| publisher | Penerbit Universiti Kebangsaan Malaysia |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | oai:generic.eprints.org: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 |
| spellingShingle | Black, Douglas Aaron Nanni, Alexander Written corrective feedback: preferences and justifications of teachers and students in a Thai context |
| title | 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_short | 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 |
| url | http://journalarticle.ukm.my/10164/ http://journalarticle.ukm.my/10164/ http://journalarticle.ukm.my/10164/1/12949-45005-1-PB.pdf |