Abstract:
Responding to student writing is one of the most controversial topics in second
language (L2) instruction and theory. Do students benefit from teachers’ corrections and
written comments on their writing? If so, are some types of feedback more effective
than others? Just as importantly, what are students’ preferences for feedback and error
correction? Students’ beliefs about what constitutes effective feedback on writing and
their expectations regarding teacher paper-marking techniques may influence the
effectiveness of such feedback (Schulz, 1996); therefore, it is important to investigate
L2 students’ preferences for teacher feedback on writing in order to ascertain whether
these preferences and expectations match those of their teachers. This paper reports on
a study investigating EFL university students’ preferences for error correction and
paper-marking techniques.
Citation:
Diab, R. L. (2005). EFL university students' preferences for error correction and teacher feedback on writing. TESL Reporter, 38(1), 27-51.
