Student and Teacher Preferences in Using Written Corrective Feedback in English Preparatory Classes

Abstract

Among four language skills, writing is considered to be one of the most challenging skills to develop both for L2 students and teachers. When writing is compared to speaking as a productive skill, it seems to be more demanding, time consuming and challenging. Specifically, use of grammatical structures is problematic for most of the L2 writers and they are in need of receiving correction from their teachers to detect and eliminate these errors. Teachers’ notification of these errors is known as written corrective feedback which occurs as exchange of information about the students’ L2 writing process. During this process, the students write a text and teachers indicate errors to get corrected forms. Then students correct these errors and resubmit the written text. This process keeps going until the text gets a certain quality. Thus, the use of written corrective feedback and how it is prefered play a key role in L2 writing development. This study aims to figure out students’ and teachers’ preferences in using written corrective feedback by means of mixedmethod approach. Initially, quantitative data will be collected from students and teacher through questionnaires. This stage of the study is based on random sampling, whereas, qualitative data will be collected from fewer participants. Quantitative data will be analysed by using SPSS. The researcher will analyze the qualitative data by transcribing recordings. In the end, the researcher aims to compare students’ and teachers’ preferences and try to shed light on problems in using written corrective feedback in L2 classes.