چکیده:
Iranian EFL High School Students’ Perceptions Regarding Written Grammar FeedbackMina JodaieKhosrowshah Branch, Islamic Azad University, Khosrowshahjodaiemina@gmail.comReceived: 2012.11.10Revisions received: 2013.11.4Accepted: 2014.5.4AbstractThis paper reports on a study that investigated Iranian EFL high school students’ perceptions of written grammar feedback to specify their reasons for preferring comprehensive or selective feedback and choosing some feedback strategies. A questionnaire was administered to 100 EFL intermediate high school students who were selected based on their scores on a proficiency test. Moreover, semi-structured interviews were conducted with 10 of them. The results showed that the students had a strong desire for receiving written grammar feedback and favored direct feedback comprehensively on each draft. However, the correction of errors in word and verb categories was more important to them than that of other grammatical errors. They also had common evaluations of written corrective feedback strategies. The findings of this study have some implications for EFL writing instruction.
خلاصه ماشینی:
"Therefore, Ferris and Roberts (2001) investigated 72 university students’ preferences for grammar correction and reported that students wanted to get indirect, coded grammar feedback on their grammar errors.
Despite a large body of research on teachers’ perceptions and their feedback practices, there has been given scant attention to students’ preferences, beliefs, and attitudes (Diab, 2005; Ferris & Roberts, 2001; Rahimi, 2010).
Table 5 Perceptions of How a Teacher Should Correct Grammatical Errors Feedback strategies Students Percent Direct feedback 80% Indirect,uncoded feedback 6% Indirect, coded feedback 14% Indirect prompting of error location by marks (e.
g. , a cross) Indirect prompting of error location by correction codes Responses S S S S S (%) ( %) (%) (%) (%) Very good/ good 91% 14% 77% 5% 14% Neither good nor bad 2% 11% 11% 10% 5% Very bad/bad 7% 75% 12% 85% 81% Total 100% 100% 100% 100% 100% Note: S: Students, %: Percent The results reveal that direct feedback (i.
Discussion The present study set out to explore Iranian EFL intermediate students’ perceptions of written grammatical errors to specify their reasons for preferring comprehensive or selective feedback and choosing some feedback strategies.
For example, although most of the students in this study expected their teachers to provide direct feedback on their grammatical errors comprehensively, provision of more indirect feedback has been found to be useful in some previous studies (Ferris &Roberts, 2001; Makino, 1993)."