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Chinese Secondary EFL Learners’ and Teachers’ Preferences for Types of Written Corrective Feedback

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  • Haishan Li
  • Qingshun He

Abstract

How learners perceive written corrective feedback (CF) associates with its effectiveness in language learning. This research investigates students’ preferences for three types of written CF, i.e., direct, indirect and metalinguistic written CF, and explores the factors that encourage the teachers to employ these CFs in teaching practice. The findings include- (1) indirect written CF is preferred by most Chinese secondary EFL learners and there exist significant differences among their preferences, (2) gender difference significantly influences learners’ preference for metalinguistic written CF and proficiency differences significantly influence their preference for indirect written CF, (3) indirect written CF is most commonly used by the teachers of secondary levels and (4) there are no significant differences between learners’ preferences and teachers’ practice in Chinese secondary schools. This research thus presents a new acquaintance with learners’ preferences and teachers’ justification for their execution.

Suggested Citation

  • Haishan Li & Qingshun He, 2017. "Chinese Secondary EFL Learners’ and Teachers’ Preferences for Types of Written Corrective Feedback," English Language Teaching, Canadian Center of Science and Education, vol. 10(3), pages 1-63, March.
    • Handle: RePEc:ibn:eltjnl:v:10:y:2017:i:3:p:63
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    Cited by:

    1. Ushba Rasool & Rabia Mahmood & Muhammad Zammad Aslam & Sami Hussein Hakeem Barzani & Jiancheng Qian, 2023. "Perceptions and Preferences of Senior High School Students About Written Corrective Feedback in Pakistan," SAGE Open, , vol. 13(3), pages 21582440231, July.

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    JEL classification:

    • R00 - Urban, Rural, Regional, Real Estate, and Transportation Economics - - General - - - General
    • Z0 - Other Special Topics - - General

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