EFL Learners' Preference for Corrective Feedback Strategies in Relation to Their Self-Perceived Levels of Proficiency
The purpose of this work was to address the overarching questions of how EFL Thai learners preferred corrective feedback strategies and whether there were any significant differences in preferences across learners’ language ability levels. The quantitative study collected 418 Thai EFL learners’ pref...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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Universitas Ahmad Dahlan
2022-04-01
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| Series: | English Language Teaching Educational Journal |
| Subjects: | |
| Online Access: | http://journal2.uad.ac.id/index.php/eltej/article/view/4403 |
| _version_ | 1797294239690784768 |
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| author | Kanokpan Wiboolyasarin Watcharapol Wiboolyasarin Nattawut Jinowat Ruedee Kamonsawad |
| author_facet | Kanokpan Wiboolyasarin Watcharapol Wiboolyasarin Nattawut Jinowat Ruedee Kamonsawad |
| author_sort | Kanokpan Wiboolyasarin |
| collection | DOAJ |
| description | The purpose of this work was to address the overarching questions of how EFL Thai learners preferred corrective feedback strategies and whether there were any significant differences in preferences across learners’ language ability levels. The quantitative study collected 418 Thai EFL learners’ preferences for corrective feedback via a closed-ended Likert scale questionnaire. The survey showed that learners desired to edit when their speech or writing contained errors, particularly when the wrong utterance was responded to with a metalinguistic comment regarding the error’s nature. Statistical analysis found significant differences in students’ preferences for metalinguistic clues and public feedback between intermediate and elementary levels. It appeared that beginner-level learners would almost certainly experience embarrassment if they were corrected in front of their peers. Conversely, self-correction, which was necessary once the student’s erroneous remark was explained in terms of grammar usage, probably made advanced students uncomfortable. While teachers should examine their EFL students' corrective feedback preferences, this study found that their proficiency levels were slightly relevant.
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| first_indexed | 2024-03-07T21:28:18Z |
| format | Article |
| id | doaj.art-f3af40c241a84f809957e4df82122afe |
| institution | Directory Open Access Journal |
| issn | 2621-6485 |
| language | English |
| last_indexed | 2024-03-07T21:28:18Z |
| publishDate | 2022-04-01 |
| publisher | Universitas Ahmad Dahlan |
| record_format | Article |
| series | English Language Teaching Educational Journal |
| spelling | doaj.art-f3af40c241a84f809957e4df82122afe2024-02-27T04:23:27ZengUniversitas Ahmad DahlanEnglish Language Teaching Educational Journal2621-64852022-04-015110.12928/eltej.v5i1.4403EFL Learners' Preference for Corrective Feedback Strategies in Relation to Their Self-Perceived Levels of ProficiencyKanokpan Wiboolyasarin0Watcharapol Wiboolyasarin1Nattawut Jinowat2Ruedee Kamonsawad3Faculty of Management Science, Chandrakasem Rajabhat UniversityResearch Institute for Languages and Cultures of Asia, Mahidol UniversityDemonstration School of Suan Sunandha Rajabhat UniversityFaculty of Humanities and Social Sciences, Bansomdejchaopraya Rajabhat UniversityThe purpose of this work was to address the overarching questions of how EFL Thai learners preferred corrective feedback strategies and whether there were any significant differences in preferences across learners’ language ability levels. The quantitative study collected 418 Thai EFL learners’ preferences for corrective feedback via a closed-ended Likert scale questionnaire. The survey showed that learners desired to edit when their speech or writing contained errors, particularly when the wrong utterance was responded to with a metalinguistic comment regarding the error’s nature. Statistical analysis found significant differences in students’ preferences for metalinguistic clues and public feedback between intermediate and elementary levels. It appeared that beginner-level learners would almost certainly experience embarrassment if they were corrected in front of their peers. Conversely, self-correction, which was necessary once the student’s erroneous remark was explained in terms of grammar usage, probably made advanced students uncomfortable. While teachers should examine their EFL students' corrective feedback preferences, this study found that their proficiency levels were slightly relevant. http://journal2.uad.ac.id/index.php/eltej/article/view/4403corrective feedbackerror correctionpreferenceEnglish proficiencyRajabhat student |
| spellingShingle | Kanokpan Wiboolyasarin Watcharapol Wiboolyasarin Nattawut Jinowat Ruedee Kamonsawad EFL Learners' Preference for Corrective Feedback Strategies in Relation to Their Self-Perceived Levels of Proficiency English Language Teaching Educational Journal corrective feedback error correction preference English proficiency Rajabhat student |
| title | EFL Learners' Preference for Corrective Feedback Strategies in Relation to Their Self-Perceived Levels of Proficiency |
| title_full | EFL Learners' Preference for Corrective Feedback Strategies in Relation to Their Self-Perceived Levels of Proficiency |
| title_fullStr | EFL Learners' Preference for Corrective Feedback Strategies in Relation to Their Self-Perceived Levels of Proficiency |
| title_full_unstemmed | EFL Learners' Preference for Corrective Feedback Strategies in Relation to Their Self-Perceived Levels of Proficiency |
| title_short | EFL Learners' Preference for Corrective Feedback Strategies in Relation to Their Self-Perceived Levels of Proficiency |
| title_sort | efl learners preference for corrective feedback strategies in relation to their self perceived levels of proficiency |
| topic | corrective feedback error correction preference English proficiency Rajabhat student |
| url | http://journal2.uad.ac.id/index.php/eltej/article/view/4403 |
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