Abstract:

Background: Research and attention around English writing in the second/foreign language context is increasing. Learning to write in English is essential to developing other language skills including speaking, listening, and reading. One of the most important aspect of learning how to write in English is feedback. Purpose: The present study explored the feedback techniques used by English teachers during ESL/EFL English writing classes in an intensive English program. Specifically, the study aimed to examine English language learners’ perceptions regarding what feedback strategies they believe are useful and why. Method: Qualitative data were collected through semi-structured interviews with adult language learners who study English as a second language. Results: The study confirmed that several types and sources of feedback – such teachers’ and peer feedback – were used and preferred by the language learners. However, the participants seemed to accept or refuse the provided feedback depending on whom they received the correction from. They showed signs of confidence when accepting their teachers’ feedback, while showed hesitation in accepting their peer feedback. Implications: The study suggests that more emphasis should be placed on learners’ own abilities to provide corrective feedback. There is a need to increase learners’ confidence to accept feedback provided by their peers.

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