It is useless to have a mistake indicated without knowing the reason why it is wrong: Examining students’ preferences towards WCF. En [Ponencia] 1.er Congreso Internacional sobre Retroalimentación Correctiva Escrita en L1 y L2 (WCF23)

It is useless to have a mistake indicated without knowing the reason why it is wrong: Examining students’ preferences towards WCF. En [Ponencia] 1.er Congreso Internacional sobre Retroalimentación Correctiva Escrita en L1 y L2 (WCF23)

Description

Providing language learners with written corrective feedback (WCF) is a widespread methodology among L2 teachers. However, classroom-based studies in which feedback practices are fully integrated into the curriculum are still scarce, and most of what we know about feedback provision and use comes from data gathered from

learners at intermediate and advanced levels, while low-level learners are an under- researched group (Park et al 2016). In addition, while incorporation of WCF has been

largely investigated and findings show its efficiency, how students use and perceive the different types of feedback remains less clear, even though students’ perspectives are key as they influence their engagement with feedback (Westmascott, 2017). The present study draws on the perspectives of 27 Catalan/Spanish low-level EFL learners majoring in Tourism (A2 level). Students were required to write second versions of their writings after receiving direct (D) and indirect (I) feedback with metalinguistic explanations (ME). Learners’ opinions were collected through (i) reflective journals and (ii) an online questionnaire, and results indicate that, regardless of feedback type, ME were crucial in fostering their understanding of mistakes. In addition, WCF was thought to be beneficial both in terms of improving accuracy and in aiding general L2 development. Having to write a second version of their essays was also perceived as a crucial motivating factor for learners to pay attention to the feedback provided. Students' perceptions will be discussed in relation to their actual feedback incorporation (analysed in authors, forthcoming), and pedagogical implications will be presented.

Publication Date

14-4-2023

Publisher

Universitat de Vic-Universitat Central de Catalunya

City

Vic, España

It is useless to have a mistake indicated without knowing the reason why it is wrong: Examining students’ preferences towards WCF. En [Ponencia] 1.er Congreso Internacional sobre Retroalimentación Correctiva Escrita en L1 y L2 (WCF23)

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