Learners’ Attitudes towards their Teachers Corrective Feedback and its Role in Improving EFL Learners’ Written Production. A Case Study: Second Year Learners of Stambouli Rabah Secondary School of Tizi Ouzou.
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The core of our investigation is the enlightenment on one of the main techniques in teaching EFL which is corrective feedback. The aim of this study is to identify the learners’ attitudes towards teacher written corrective feedback and its role in developing learners’ writing skill. The study was conducted in Stambouli Rabah secondary school of Tizi Ouzou relying on Ellis’s Typology of Written Corrective Feedback Theory. This research, in fact, is based on mixed method research. It combines quantitative and qualitative methods. Therefore, two different research instruments are taken into account. First, a questionnaire is administered to second year learners of Stambouli Rabah secondary school of Tizi Ouzou to obtain insights about their teacher corrective feedback, their preferences and attitudes towards it. Second, content analysis of the learners’ exam papers is used to check the usefulness of the teacher correction regarding learners’ written expression. The conclusion to be drawn from this study is that the identification of learners’ attitudes can help gain insight into the language learning process. So, teachers should be aware of the way they provide their pupils with written corrective feedback and know how to motivate them to work harder and be skillful writers. Learners, in their turn, should also accept their teachers’ directions and guidance in order to achieve the general goal which is to learn English as a foreign language.
- Département d'Anglais