EFL students’ perceptions of and engagement with teachers’ grammatical corrective feedback
EFL students’ perceptions of and engagement with teachers’ grammatical corrective feedback

Summary/Abstract: There is a growing body of literature on the effectiveness of written corrective feedback (WCF) for helping second language (L2) learners improve the accuracy of their writing. However, some studies have shown that learners often face difficulty understanding the WCF given and are not always aware of what they need to do with their teacher’s feedback, mainly because they do not fully comprehend their own errors. The present pilot study English as a foreign language ( WCF and learners’ perceptions of and engagement with this feedback. Through the use of two qualitative surveys, one completed by teachers and the other by learners, it was revealed that teachers mostly provide direct, comprehensive feedback and that the majority of learners view this feedback as ineffective. Teachers’ WCF may induce temporary noticing of errors, but it is not likely to promote L2 learning. This study has pedagogical impli- cations for the second language classroom by informing language teachers about the kind of WCF learners expect to receive and benefit from.

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