Learners’ perceptions and attitudes toward error correction feedback in writing skills

Abstract

This research investigates students’ perceptions and preferences regarding corrective feedback in writing classes. Corrective feedback plays a crucial role in enhancing students’ writing skills, yet its effectiveness largely depends on how it is perceived and received by students. Through a mixed-methods approach, incorporating surveys and interviews, this study examines students’ attitudes towards different types of corrective feedback, their preferences, and the impact of feedback on their writing development. The findings reveal nuanced insights into students’ preferences and shed light on effective feedback strategies for writing instructors.