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ERIC Number: EJ1167256
Record Type: Journal
Publication Date: 2017
Pages: 24
Abstractor: As Provided
ISSN: EISSN-2188-9554
Written Corrective Feedback: Student Preferences and Teacher Feedback Practices
Irwin, Bradley
IAFOR Journal of Language Learning, v3 n2 p35-58 Win 2017
This case study explores the intricate interaction between students' preferences for written corrective feedback and actual teacher feedback practices in a second year academic EFL writing class in a Japanese university. Specific institutional and instructional details establish the context in which written feedback is being provided. A quantitative data analysis approach was incorporated using questionnaires and by thoroughly examining samples of teacher feedback. Data was collected from students using a survey and protocol questionnaire at the end of the course. Teacher written feedback practices were examined by collecting and analyzing students' graded essays and also by interviewing the teacher at the end of the school term. The results showed that while many of the students' feedback preferences were addressed by the teacher, there were some points of divergence. The results also show that while the teacher attempted to offer various types of feedback, it remained largely teacher centered, resulting in students having a somewhat passive role in the feedback process. This study concludes that while there is a need for teachers to take their students' feedback preferences into account, diversity and a range of feedback strategies are more important considerations.
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Japan
Grant or Contract Numbers: N/A