Arab World English Journal (AWEJ) Volume 13. Number1. March 2022 Pp. 117- 128
Exploring Learners’ and Teachers’ Preferences Regarding Written Corrective Feedback
Types in Improving Learners’ Writing Skill
Reguieg Fatima Zohra
Department of English, Faculty of Foreign Languages
Algiers 2 University, Algeria
Corresponding Author: Reguiegfatimazohra08@gmail.com
Department of English, Faculty of Foreign Languages
Algiers 2 University, Algeria
Received: 12/16/2021 Accepted: 2/6/2022 Published: 3/24/2022
The current research is significant. It aims to improve learners’ writing and facilitate their academic achievement. This study examines learners’ and teachers’ preferences to written corrective feedback types in enhancing EFL learners writing. The main research question is to investigate the likes of teaches and learners regarding written corrective feedback types in enhancing learners’ writing skills. The learners’ questionnaire and the teachers’ questionnaire were the instruments. The respondents responded to the questionnaires. The submission of the research instruments took place on November 2021 at Zaida Ben Aissa middle school. The findings have shown that learners prefer their writing to be corrected via unfocused, direct feedback while teachers like to use indirect, focused feedback on their learners’ writings.
Keywords: direct and indirect written feedback, EFL learners, focused and unfocused written feedback, preferences, writing skill
Cite as: Reguieg, F. Z., & Hamitouche, F. (2022). Exploring Learners’ and Teachers’ Preferences Regarding Written Corrective Feedback Types in Improving Learners’ Writing Skill. Arab World English Journal, 13 (1) 117-128.
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