IDEAS home Printed from https://ideas.repec.org/a/ibn/eltjnl/v13y2020i2p16.html
   My bibliography  Save this article

Saudi EFL Learners’ Preferences of the Corrective Feedback on Written Assignment

Author

Listed:
  • Maysa M. Qutob
  • Abeer Ahmed Madini

Abstract

The aim of the current study is to investigate the Saudi English as a foreign language (EFL) learners’ preferences for corrective feedback on written assignments. This mixed-method study used a closed-ended Likert scale questionnaire that was adopted and adapted to suit the participants under investigation. Additionally, an open-ended question was used to gain more insight. Both instruments were completed by 114 Saudi female EFL learners whose ages ranged from 12 to 13 years old and who were studying in the seventh grade at a private school in Jeddah. The instruments were given to the learners after 6 weeks of implementing three different types of feedback on written assignments. The quantitative part of the study was descriptively analysed using SPSS to find the learners’ preferences in corrective feedback, and a one-way ANOVA was used to find the differences between learners’ preferences among groups. The qualitative part of the study was thematically categorised and manually analysed using Excel. The findings revealed that the learners’ preferences did not vary according to the type of corrective feedback. However, the vast majority of learners preferred having constructive feedback on how to correct their mistakes. Additionally, learners preferred the use of electronic devices to receive corrective feedback. This study suggests that teachers consider learners’ preferences on corrective feedback so that they can incorporate these into their teaching plans.

Suggested Citation

  • Maysa M. Qutob & Abeer Ahmed Madini, 2020. "Saudi EFL Learners’ Preferences of the Corrective Feedback on Written Assignment," English Language Teaching, Canadian Center of Science and Education, vol. 13(2), pages 1-16, February.
    • Handle: RePEc:ibn:eltjnl:v:13:y:2020:i:2:p:16
    as

    Download full text from publisher

    File URL: https://ccsenet.org/journal/index.php/elt/article/download/0/0/41772/43373
    Download Restriction: no
    File URL: https://ccsenet.org/journal/index.php/elt/article/view/0/41772
    Download Restriction: no
    ---><---

    References listed on IDEAS

    as
    1. Rami F. Mustafa, 2012. "Feedback on the Feedback: Sociocultural Interpretation of Saudi ESL Learners’ Opinions about Writing Feedback," English Language Teaching, Canadian Center of Science and Education, vol. 5(3), pages 1-3, March.
    2. Arafat Hamouda, 2011. "A Study of Students and Teachers' Preferences and Attitudes towards Correction of Classroom Written Errors in Saudi EFL Context," English Language Teaching, Canadian Center of Science and Education, vol. 4(3), pages 128-128, September.
    Full references (including those not matched with items on IDEAS)

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.
    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.
    2. Fatma Mohamed Al Kharusi & Abdo Mohamed Al-Mekhlafi, 2019. "The Practice of Teachers’ Written Corrective Feedback as Perceived by EFL Teachers and Supervisors," International Journal of Higher Education, Sciedu Press, vol. 8(6), pages 120-120, December.
    3. Rana Obeid, 2017. "Second Language Writing and Assessment: Voices from Within the Saudi EFL Context," English Language Teaching, Canadian Center of Science and Education, vol. 10(6), pages 174-174, June.

    More about this item

    JEL classification:

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

    Statistics

    Access and download statistics

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:ibn:eltjnl:v:13:y:2020:i:2:p:16. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: Canadian Center of Science and Education (email available below). General contact details of provider: https://edirc.repec.org/data/cepflch.html .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.