Perception and response of university students to different types of written corrective feedback
Abstract
The objective of this study was to examine the perception of a group of Chilean students regarding the different types of written corrective feedback delivered by the teacher in their academic writings in English. The type of study used corresponded to a descriptive correlational method. The sample consisted of 31 third-year students from a Chilean public university and the analyzed corpus comprised 15 abstracts written in English. The results indicated that the students showed a positive perception towards direct written corrective feedback. In addition, a favorable reaction is observed by the students for the written corrective feedback. On the other hand, the results also showed that there is a relationship between performance and some types of feedback.
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