Indra Yoga Prawiro


This study figures out the teacher and students’ perceptions toward teacher’s written corrective feedback and to describe how the teacher gives written corrective feedback on the students writing. The writer uses descriptive case study as the design of the research with three techniques of data collection. Questionnaire and interview are used to know teacher’s and students’ perception toward written feedback. Students’ document used to analyse teacher’s way in providing written corrective feedback on student’s task. The result of the research showed that the teachers used almost categories of written corrective feedback. As the findings of the research showed that teachers mostly use direct corrective feedback in providing written feedback on students’ work. Also the students mostly like when the teacher providing direct corrective feedback and the language that used by teachers in giving explanation on students mistakes. Whereas students has understanding in what is feedback actually and how importance feedback in the teaching and learning process. Also they have positive acceptance toward teacher’s written corrective feedback because they are aware to improve their skill.  From 19 students, the average of students’ answer in percentage related to teacher’s way in giving written corrective feedback is 44 % who chose “Always”, 34 % who checklist “Sometimes”, and 22 % who answer “Never”. Moreover, for preferences would students’ like when receiving written corrective feedback, the result showed that 67 % of students chose first option “Like”, 23 % checklist “Neutral”, and 10 % answered “Dislike”. It is indicated various perception from students.

Full Text:



Al-Bakri, S. (2016). Written Corrective Feedback: Teacher’s Beliefs, Practices and Challenges in an Omani. Arab Journal of Applied Linguistics, 44-73.

Ammar, A., & Spada, N. (2006). Recasts, prompts, and L2 learning. Studies in Second Language Acqusition, 543-574

Atmaca, C. (2016). Contrasting perception of students and teacher: written corrective feedback. Journal of Language Linguistic Studies, 166-186

Bakri, S. (2016). Written corrective feedback: Teacher’s belief, practices and challenges in an omani context. Arab Journal of Applied Linguistics, 44-73

Bitchener, J & Ferris, D. R. (2012). Written corrective feedback in Second language acquisition and writing. New York: Routledge

Bitchener, J & Cameron, D. (2005). The effect of different types of corrective feedback on ESL student writing. Journal of Second Language Writing, 191-205

Braun, V. & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 77-101.

Creswell, J. W. (2012). Educational Research Fourth Edition. Boston: Pearson.

Dawson, (2018). What makes for effective feedback: staff and student perspective. Assesment & Evaluation in Higher Education.

Ellis, R. (2009). A Typology of Written Corrective Feedback Types. ELT Journal, 63: 97-107.

Ellis, R., Loewen, S., & Erlam, R. (2006). Implicit and explicit corrective feedback and the acquestion of L2 grammar. Studies in Second Language Acquestion, 339-368.

Ellis, R. (2009). Corrective feedback and teacher development. L2 Journal, 1(1), 3-18.

Ellis, R. (2010). A framework for investigating oral and written corrective feedback. Studies in Second Languge Acqusition, 335-349

Ferris, D. R. (1995a). Can advanced ESL students be taught to correct their most serious and frequent errors. CATESOL Journal, 41-62

Ferris, D. R. (1995b). Students reaction to teacher response in multiple-draft composition classrooms. TESOL Quartely, 33-53

Ferris, D. R. (2002). Treatment of error in second language writing classes. Ann Arbor, MI: University of Michigan Press.

Ferris, D.R. (2003). Response to Students writing: Research implication for second language student. Mahwah, NJ: Lawrence Erlbaum.

Ferris, D.R. & Roberts, B. (2001). Error feedback in L2 writing classes: How explicit does it need to be? Journal of Second Language Writing, 161-184

Hyland, F. (1998). The impact of teacher-written feedback on individuals writers. Journal of Second Language Writing, 255-286.

Hyland, F. (2002). ESL written and feedback: Giving more autonomy to students. Language Teaching Research, 33-54

Hyland, K. & Hyaland, F. (2006). Feedback in second language writing: Contexts and issues. Cambridge: Cambridge University Press.

Harmer. (2004). How to Teach Writing. Edinburg: Pearson Education Limited

Hattie & Timperley. (2007). The Power of Feedback. Review of Educational Research, 81-112.

Heaton, J.B. (1975). Writing English Language Teaching. London: Longman Group Ltd.

Keh, C. (1990). Feedback in Writing Process: A model and method for implementation. ELT Journal, 44, 94-304.

Kulhavy, R. W. (1997). Feedback in written instruction. Review of Educational Research, 47(1), 211-232.

Lewis Marylin. (2002). Giving Feedback in Language Classes. The University of Auckland: SEAMO Regional Language Centre.

Lyster, Roy and Ranta, Leila. (1997). Corrective Feedback and Learner Uptake: Negotiation of Form in Communicative Classrooms. Studies in Second Language Acquisition, 19, 37-66.

Leki, I. (1994). The prefernces of ESL students for error correction in college-level writing classes. Foreign Language Annals, 24(3), 203-218.

Lyster, R., Lightbown, P.M., & Spada, N. (1999). A response to Truscott’s ‘What’s wrong with oral grammar correction’. The Canadian Modern Language Review, 55(4), 457-476.

Lucero, M. (2018). Teacher’s written feedback comments on narrative texts in Elementary and secondary school. Studies in Educational Evaluation. 59(20) 158-167

Miles, B & Huberman, A. (1994). Qualitative Data Analysis Second Edition. Thousand Oaks, California: SAGE Publications, Inc.

Jack & Willy. (2002). Methodology in Language Teaching. Cambridge: Cambridge University press.

Said & Mouzrati. (2018). Investigating Teacher Written Corrective Feedback as a Formative Assessment Tool. Arab World English Journal, 232-241

Sung, K. & Tsai, H. (2014). Exploring student errors, teacher’s corrective feedback, learner uptake and repair, and leaners’ preference of corrective feedback. The Journal of Language Teaching and Learning. 4(1), 37-54.

Trabelsi, S. (2019). The perception and preference of the general foundation programme students regarding written corrective feedback in an Omani EFL context. 10(1), 91-101


  • There are currently no refbacks.


Indexed by






Recommendation for citation

Similarity Check