Students’ Preferences Towards Lecturer’s Written Corrective Feedback in Writing Class

Abstract

Providing written corrective feedback on student’s writing is one of the ways to guide students in improving the quality of their writing. In providing written corrective feedback to student’s writing, the lecturer should select the appropriate types of written corrective feedback by considering the student’s characteristics and needs. To know the students’ needs, the lecturer may consider the student’s preferences towards the written corrective feedback. This research aimed to find out students’ preferences towards written corrective feedback given by the lecturer to their writings. It employed a descriptive qualitative approach. The subjects of the research were 25 students of Advanced Writing class. The instruments used were questionnaires and interviews. The result of this research showed that the students’ most preferred type of written corrective feedback is direct corrective feedback and the most preferred type of error that should be corrected by the students is grammatical error. On top of that, most of the students preferred that the lecturer mark all the errors. They also preferred to have written corrective feedback given after the class in private. Additionally, most of the students feel motivated after receiving written corrective feedback. These findings implied that it is essential for the lecturers to consider students’ preferences towards written corrective feedback in the teaching-learning process. By giving written corrective feedback based on students’ preferences, the lecturers can help students in improving their writing skills. Keywords: Students’ preferences, Written Corrective Feedback, Writing.