Students’ perceptions of teachers’ written corrective feedback in the Malaysian ESL classroom
Purpose - This study examined the types of written corrective feedback provided to ESL students in writing classes in Malaysian secondary schools, and their perceptions towards the provision of written corrective feedback in the Malaysian context. Methodology - A survey questionnaire was admin...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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Universiti Utara Malaysia Press
2020
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| Subjects: | |
| Online Access: | https://repo.uum.edu.my/id/eprint/28919/1/MJLI%2017%2002%202020%20103-136.pdf |
| _version_ | 1825805887964446720 |
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| author | Ganapathy, Malini N. G. Tan, Debbita Ai Lin Phan, Jonathan |
| author_facet | Ganapathy, Malini N. G. Tan, Debbita Ai Lin Phan, Jonathan |
| author_sort | Ganapathy, Malini N. G. |
| collection | UUM |
| description | Purpose - This study examined the types of written corrective feedback provided to ESL students in writing classes in Malaysian secondary schools, and their perceptions towards the provision of written corrective feedback in the Malaysian context.
Methodology - A survey questionnaire was administered randomly among 720 Form Four students from 10 secondary schools in Penang. The questionnaire was based on a Likert scale and responses were analyzed using descriptive statistics.
Findings - Results showed that most learners benefited from and preferred direct feedback, and tended to focus on form such as grammar, paragraph organization, content and clarity of ideas. Students preferred this form of feedback as they were able to understand errors more clearly. It was found that most students were unable to self-regulate their own errors; a majority could not locate their own errors and had become passive learners within the Malaysian schooling system.
Significance - The study is significant to Malaysian secondary schools in its effects, depicting the many forms of corrective feedback available in the ESL context that can be employed in school besides the popularized direct feedback used within the syllabus. |
| first_indexed | 2024-07-04T06:39:34Z |
| format | Article |
| id | uum-28919 |
| institution | Universiti Utara Malaysia |
| language | English |
| last_indexed | 2024-07-04T06:39:34Z |
| publishDate | 2020 |
| publisher | Universiti Utara Malaysia Press |
| record_format | eprints |
| spelling | uum-289192022-10-06T00:52:29Z https://repo.uum.edu.my/id/eprint/28919/ Students’ perceptions of teachers’ written corrective feedback in the Malaysian ESL classroom Ganapathy, Malini N. G. Tan, Debbita Ai Lin Phan, Jonathan LB1603 Secondary Education. High schools Purpose - This study examined the types of written corrective feedback provided to ESL students in writing classes in Malaysian secondary schools, and their perceptions towards the provision of written corrective feedback in the Malaysian context. Methodology - A survey questionnaire was administered randomly among 720 Form Four students from 10 secondary schools in Penang. The questionnaire was based on a Likert scale and responses were analyzed using descriptive statistics. Findings - Results showed that most learners benefited from and preferred direct feedback, and tended to focus on form such as grammar, paragraph organization, content and clarity of ideas. Students preferred this form of feedback as they were able to understand errors more clearly. It was found that most students were unable to self-regulate their own errors; a majority could not locate their own errors and had become passive learners within the Malaysian schooling system. Significance - The study is significant to Malaysian secondary schools in its effects, depicting the many forms of corrective feedback available in the ESL context that can be employed in school besides the popularized direct feedback used within the syllabus. Universiti Utara Malaysia Press 2020 Article PeerReviewed application/pdf en https://repo.uum.edu.my/id/eprint/28919/1/MJLI%2017%2002%202020%20103-136.pdf Ganapathy, Malini N. G. and Tan, Debbita Ai Lin and Phan, Jonathan (2020) Students’ perceptions of teachers’ written corrective feedback in the Malaysian ESL classroom. Malaysian Journal of Learning and Instruction (MJLI), 17 (2). pp. 103-136. ISSN 1675-8110 https://doi.org/10.32890/mjli2020.17.2.4 |
| spellingShingle | LB1603 Secondary Education. High schools Ganapathy, Malini N. G. Tan, Debbita Ai Lin Phan, Jonathan Students’ perceptions of teachers’ written corrective feedback in the Malaysian ESL classroom |
| title | Students’ perceptions of teachers’ written corrective feedback in the Malaysian ESL classroom |
| title_full | Students’ perceptions of teachers’ written corrective feedback in the Malaysian ESL classroom |
| title_fullStr | Students’ perceptions of teachers’ written corrective feedback in the Malaysian ESL classroom |
| title_full_unstemmed | Students’ perceptions of teachers’ written corrective feedback in the Malaysian ESL classroom |
| title_short | Students’ perceptions of teachers’ written corrective feedback in the Malaysian ESL classroom |
| title_sort | students perceptions of teachers written corrective feedback in the malaysian esl classroom |
| topic | LB1603 Secondary Education. High schools |
| url | https://repo.uum.edu.my/id/eprint/28919/1/MJLI%2017%2002%202020%20103-136.pdf |
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