Students’ perceptions of teacher feedback on EFL writing
Abstract
This study was conducted to investigate EFL students’ perceptions of teacher feedback in writing classes in a Vietnamese tertiary context. The participants included 25 first-year and 15 second-year students at a private university in Vietnam. Data was collected via a questionnaire about their attitudes towards teacher feedback practices. It was found that the students had positive perceptions of their teacher feedback and reported preferences for comprehensive and direct corrective feedback. These findings offer important implications for EFL writing instruction and learning.
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References
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