Turkish EFL Learners’ Perceptions and Preferences of Written Corrective Feedback

Abstract

Written corrective feedback (WCF) has gained considerable attention from both researchers and teachers in the field of English language teaching (ELT). Although a large bulk of research on WCF has focused on the link between different feedback types and language development, more research is needed to understand how language learners perceive written corrective feedback and what feedback practices they favor more than others. Therefore, this study aims to investigate Turkish EFL learners’ perceptions and preferences of written corrective feedback in terms of the feedback strategies employed in their classrooms as well as their revision practices upon getting feedback. 90 Turkish Intermediate EFL undergraduates from a public university in Turkey completed a 21-item Likert-scale questionnaire online. Using descriptive statistics, the questionnaire data were analyzed. The findings showed that the learners’ perceptions and their teachers’ feedback practices mostly aligned, and most learners preferred to receive comprehensive and indirect feedback that focuses on grammatical, mechanical, and lexical errors rather than organization and content. These findings highlighted the importance of learner expectations in relation to the perceived efficacy of feedback practices.