Medical School Students’ Preferences for and Perceptions of Teacher Written Corrective Feedback on English as a Second Language Academic Writing: An Intrinsic Case Study
This intrinsic case study investigated English as a foreign language (EFL) medical students’ preferences for and perceptions of teacher written corrective feedback (WCF) on their academic writing. Chinese-speaking second-year first-semester undergraduate medicine majors (<i>n</i> = 71) e...
| Main Authors: | , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
MDPI AG
2022-12-01
|
| Series: | Behavioral Sciences |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2076-328X/13/1/13 |
| _version_ | 1827628570419134464 |
|---|---|
| author | Barry Lee Reynolds Xiaofang Zhang |
| author_facet | Barry Lee Reynolds Xiaofang Zhang |
| author_sort | Barry Lee Reynolds |
| collection | DOAJ |
| description | This intrinsic case study investigated English as a foreign language (EFL) medical students’ preferences for and perceptions of teacher written corrective feedback (WCF) on their academic writing. Chinese-speaking second-year first-semester undergraduate medicine majors (<i>n</i> = 71) enrolled in an academic EFL “reading to write” course at a university in northern Taiwan were recruited as participants. Qualitative content analysis, as well as some descriptive statistics, was used to investigate data gathered from participants’ responses to an open- and closed-ended questionnaire. The questionnaire enquired about their preferences for and perceptions of teacher WCF relating to writing structure, writing content, and writing mechanics. Qualitative content analysis of two in-depth semi-structured interviews with the English teacher uncovered why the participants preferred certain WCF types and perceived them as helpful. Questionnaire data revealed that students showed a preference for WCF relating to writing structure over content and mechanics, and direct feedback over indirect feedback for both writing content and structure. Compared to writing structure and writing content, the examples given by students of the most (<i>n</i> = 25) and least helpful (<i>n</i> = 14) feedback were predominantly related to writing mechanics. The interview transcript data underscored the influencing factors of EFL medical students’ preferences and the perceived benefits and challenges related to feedback. These findings suggest that writing teachers should consider the specialized preferences of particular learner groups (e.g., EFL medical school students) prior to administering feedback. |
| first_indexed | 2024-03-09T13:35:22Z |
| format | Article |
| id | doaj.art-bcf223ced5b643bfb1ca65d526a14f7f |
| institution | Directory Open Access Journal |
| issn | 2076-328X |
| language | English |
| last_indexed | 2024-03-09T13:35:22Z |
| publishDate | 2022-12-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Behavioral Sciences |
| spelling | doaj.art-bcf223ced5b643bfb1ca65d526a14f7f2023-11-30T21:13:21ZengMDPI AGBehavioral Sciences2076-328X2022-12-011311310.3390/bs13010013Medical School Students’ Preferences for and Perceptions of Teacher Written Corrective Feedback on English as a Second Language Academic Writing: An Intrinsic Case StudyBarry Lee Reynolds0Xiaofang Zhang1Faculty of Education, University of Macau, E33, Av. da Universidade, Taipa, Macau SAR, ChinaFaculty of Education, University of Macau, E33, Av. da Universidade, Taipa, Macau SAR, ChinaThis intrinsic case study investigated English as a foreign language (EFL) medical students’ preferences for and perceptions of teacher written corrective feedback (WCF) on their academic writing. Chinese-speaking second-year first-semester undergraduate medicine majors (<i>n</i> = 71) enrolled in an academic EFL “reading to write” course at a university in northern Taiwan were recruited as participants. Qualitative content analysis, as well as some descriptive statistics, was used to investigate data gathered from participants’ responses to an open- and closed-ended questionnaire. The questionnaire enquired about their preferences for and perceptions of teacher WCF relating to writing structure, writing content, and writing mechanics. Qualitative content analysis of two in-depth semi-structured interviews with the English teacher uncovered why the participants preferred certain WCF types and perceived them as helpful. Questionnaire data revealed that students showed a preference for WCF relating to writing structure over content and mechanics, and direct feedback over indirect feedback for both writing content and structure. Compared to writing structure and writing content, the examples given by students of the most (<i>n</i> = 25) and least helpful (<i>n</i> = 14) feedback were predominantly related to writing mechanics. The interview transcript data underscored the influencing factors of EFL medical students’ preferences and the perceived benefits and challenges related to feedback. These findings suggest that writing teachers should consider the specialized preferences of particular learner groups (e.g., EFL medical school students) prior to administering feedback.https://www.mdpi.com/2076-328X/13/1/13writing feedbackteacher feedbackdirect feedbackindirect feedbackgrammar feedbackcontent feedback |
| spellingShingle | Barry Lee Reynolds Xiaofang Zhang Medical School Students’ Preferences for and Perceptions of Teacher Written Corrective Feedback on English as a Second Language Academic Writing: An Intrinsic Case Study Behavioral Sciences writing feedback teacher feedback direct feedback indirect feedback grammar feedback content feedback |
| title | Medical School Students’ Preferences for and Perceptions of Teacher Written Corrective Feedback on English as a Second Language Academic Writing: An Intrinsic Case Study |
| title_full | Medical School Students’ Preferences for and Perceptions of Teacher Written Corrective Feedback on English as a Second Language Academic Writing: An Intrinsic Case Study |
| title_fullStr | Medical School Students’ Preferences for and Perceptions of Teacher Written Corrective Feedback on English as a Second Language Academic Writing: An Intrinsic Case Study |
| title_full_unstemmed | Medical School Students’ Preferences for and Perceptions of Teacher Written Corrective Feedback on English as a Second Language Academic Writing: An Intrinsic Case Study |
| title_short | Medical School Students’ Preferences for and Perceptions of Teacher Written Corrective Feedback on English as a Second Language Academic Writing: An Intrinsic Case Study |
| title_sort | medical school students preferences for and perceptions of teacher written corrective feedback on english as a second language academic writing an intrinsic case study |
| topic | writing feedback teacher feedback direct feedback indirect feedback grammar feedback content feedback |
| url | https://www.mdpi.com/2076-328X/13/1/13 |
| work_keys_str_mv | AT barryleereynolds medicalschoolstudentspreferencesforandperceptionsofteacherwrittencorrectivefeedbackonenglishasasecondlanguageacademicwritinganintrinsiccasestudy AT xiaofangzhang medicalschoolstudentspreferencesforandperceptionsofteacherwrittencorrectivefeedbackonenglishasasecondlanguageacademicwritinganintrinsiccasestudy |