Teachers and Students: Perceptions of Feedback in Second Language Writing

Abstract

For the past decades teacher feedback has become increasingly important in English as a second language writing instruction. In comparison with numerous studies dedicated to various aspects of teacher feedback there were only a few studies that compared teachers’ and students’ perceptions of feedback. The aim of the current study is to explore teachers’ and students’ perceptions and preferences for feedback and error correction in second language writing classes. Both teachers and students of one of the local universities were surveyed about their perceptions regarding teacher feedback. The focus of the surveys was mostly feedback type and feedback amount. The paper concludes that teachers should be aware of their students’ perceptions when providing feedback.