INVESTIGATING LEARNER PREFERENCES FOR WRITTEN CORRECTIVE FEEDBACK IN A THAI HIGHER EDUCATION CONTEXT

Abstract

The current study investigated EFL learners’ preferences for written corrective feedback (WCF) and the rationale for their preferences. A mixed-methods approach, combining quantitative and qualitative data collection, was used to explore this phenomenon. The data were collected using an internet-based questionnaire and a semi-structured interview. The questionnaire was utilized to gather quantitative information from 93 Thai EFL students at a Bangkok-based Rajabhat University, while the interview collected qualitative data from ten respondents who were willing to be interviewed. The findings indicated that Thai EFL undergraduate students, on the whole, appreciated receiving WCF in several forms. The most desired type of WCF was direct feedback, while feedback given to learners regarding global errors was not favourable. Additionally, the rationale for the students’ WCF preferences included: 1) clarity of feedback in pointing out the grammatical errors and the proper forms; 2) feedback resulting in improvement of the written text in the amended version; and 3) feedback resulting in better writing scores. The outcomes of this study may encourage Thai EFL teachers, as well as teachers in similar EFL situations, to deliver more precise types of WCF on learners’ faults in writing and utilise a chosen WCF method to involve students in learning to write.