چکیده:
been of much concern for decades. Written corrective feedback, however,
still merits more research attention. Furthermore. Most of the conducted
research pertains to other language settings and written corrective feedback
in EFL contexts is yet in need of exploration. This study seeks to review
students’ reaction and response to teachers’ written feedback on their
writing. In this regard, this study was done as a review for learners’
perceptions and views towards teacher’s written corrective feedback. In this
descriptive study, the library research method is used to collect data. The
results showed that that feedback raises students’ awareness of the
informational and linguistic expectation of readers, increase students’
attention on the subject they write, modify students’ thinking behavior
toward their work, and focus their attention on the purpose of writing. First
and foremost, all of the stakeholders involved in the field of ELT including
theoreticians, researchers, material developers, teachers, etc. need to treat the
writing skill as an active language skill in which feedback plays a crucial
role. It is believed that teachers and learners actively involve themselves in
the process of writing. It is essential to keep in mind that research involving
WCF and language learning is still developing. Therefore, much more
research is still needed to fully understand the role of WCF types on EFL
learners’ writing. Repeating this study in other conditions would provide a
better understanding of this issue. Teachers can investigate a variety of WCF
techniques that might be appropriate in their contexts
خلاصه ماشینی:
Keywords: Written Corrective Feedback, Writing skill, EFL learners, Students’ perceptions, Feedback ١٨٠ / فصلنامه تحقيقات جديد در علوم انساني، دوره جديد، شماره نوزدهم ، تابستان ١٣٩٨ * * * * * Introduction Carson (2001) notes that teachers must accept the fact that L2 writing contains errors and these errors are part of L2 writing process.
Reviews on previous research reveal that disagreement on the findings on the effectiveness of corrective feedback on student writing may be due to design flaws in those studies as highlighted by Bitchener (2008), Ellis, Sheen, Murakami, and Takashima, (2008), Bruton (2009, 2010), and Gueette (2007).
Moreover, Alhaysony‘s (2008) study at the King Abdul-Aziz University in 181 / Review of Students Rezction and Response to Teachers Written Feedback on Their Writing Saudi Arabia also indicated that students do not learn effective writing skills, because their teachers do not respond properly to their texts.
In addition, based on Ferris (1999) and Shelly and Jill (2010) there are different techniques for providing feedback such as peer correction, teacher-student conferences, audio taped commentary, email comments and comments given on learners' drafts.
Given this, we investigate recent studies on 183 / Review of Students Rezction and Response to Teachers Written Feedback on Their Writing effectiveness of feedback.
The researchers assert that this shows that practice in writing and making revisions by students could be as effective as corrective feedback by teachers.
In another study, learners’ perceptions regarding the usefulness of coded versus un-coded feedback in helping them in error correction and developing their second language writing were investigated.