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A case study involved 15 students enrolled in a Business Correspondence Course, using questionnaires and interviews. Students most preferred direct lecturer correction (M=5.00), followed by conferencing (M=4.13), peer-correction (M=2.73), error identification (M=2.00), lecturer commentary (M=1.93), and self-correction (M=1.27).",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/efl-students-preferences-toward-the-lecturers-corrective-feedback-in-business-letters-writing/600716/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/efl-students-preferences-toward-the-lecturers-corrective-feedback-in-business-letters-writing/600716.png","ImageObject",300,407,{"name":92,"@type":93},"dhado","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What corrective feedback types do EFL students prefer for business letter writing?","Question",{"text":112,"@type":113},"Students most preferred direct lecturer correction, followed by lecturer-students conferencing and peer-correction. Lower preferences were reported for error identification, lecturer commentary, and self-correction.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the study conducted?",{"text":117,"@type":113},"The research used a case study with 15 EFL students in a Business Correspondence Course. Questionnaires and interviews served as the research instruments.",{"name":119,"@type":110,"acceptedAnswer":120},"Why did students prefer lecturer correction?",{"text":121,"@type":113},"They valued receiving direct, good correction from the lecturer, using it as a reference and guide for further improvements in both linguistic accuracy and business letter organization.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600716,1792936791,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},5909893218464,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Dinamika Ilmu  \nP-ISSN: 1411-3031; E-ISSN: 2442-9651  2016, Vol. 16 No. 2  \nEFL Students’ Preferences toward the Lecturer’s Corrective Feedback in Business Letters Writing  \nLa Ode Sanu  \nAkademi Bahasa Asing Colorado Samarinda, Indonesia [sanu_gitrend@yahoo.com](sanu_gitrend@yahoo.com)  \nAbstract  \nThis study aimed to investigate; the students’ preferences toward the lecturer’s corrective feedback in the business letter writing and their reasons why they preferred for particular corrective feedback types.  \nA case study was used by involving 15 EFL students who enrolled the Business Correspondence Course. The questionnaire and interview were used as the research instruments. This study revealed that; (1) the students preferred to receive lecturer correction (M=5.00), followed by lecturer-students conferencing (M=4.13), peer-correction (M=2.73), error identification (M=2.00), lecturer commentary (M=1.93), and self-correction (M=1.27) . (2) the students’ reasons at choosing the lecturer correction were getting the directly good correction from the lecturer, which it would be used as the reference/guide for further improvements both linguistic accuracy and business letter organization. In lecturer-students conferencing, beside they got good correction and grateful appreciation from both their lecturer and other students, they could learn and share the knowledge of errors made together; however they ashamed their linguistics errors, low ability and knowledge in formatting good business letter could be known by others. In peer-correction, the students got the unsatisfied and satisfied corrective feedback from their peers; and they were doubt with their peers’ ability and knowledge in giving correction.  \nIn Error identification and lecturer commentary, it was difficult for the students to diagnose the real errors and to correct them. Finally, the reasons of self-correction were useless and unsatisfied to evaluate their own work since they had limited ability and knowledge in formatting the business letter writing effectively.  \nKeywords: EFL students’ preferences, corrective feedback, business letter writing  \nA. Introduction  \nA business letter is a written communication that exchanges the information orthe message from one party (a sender) to another party (a recipient) of a company/institution concerning its products and/or services. It is widely used as a main channel of business correspondence (Arvani, 2006) that can be written by choosing the right words, tone and focus on the purpose of the correspondence itself (Smith-Worthington & Jefferson, 2010) .  \nIn the context of learning process, writing business letter is actually useful as a preparation step for one’s future particularly in business field, such as for applying job, working as a secretary, manager’s or director’s assistance (Chi, 2015) . Indeed, ABA Colorado Samarinda designed the Course of Business Correspondence as one of the Scientific and Skill Courses, in which it is expected the students can be able to understand the business correspondence and produce various forms and types of business letters writing.  \nIn relation to the teaching and learning process, this course is not only theoretical designed but also practical conducted where the students produced the business letters; and generally their writing results were corrected by giving the corrective feedback by their lecturer. Its aims are not only to examine the success or failure performance of their writing (Aridah, 2003), but also to motivate the students to express the ideas through extended writing process (Lam and Law, 2007) . Additionally, corrective feedback helps students to know the location of their errors and revise their writing more efficiently (Corpuz, 2011) . In fact, not all students could not receive the corrective feedback conveniently. Brown (2000) argued that feedback given should meet the students’ expectation and be given in the right proportion. Therefore, this study aims to find o","cbCait68YO3tWb9q","https://ap.wps.com/l/cbCait68YO3tWb9q","pdf",492723,23,"English","# Abstract\n# Introduction","[{\"question\":\"What corrective feedback types do EFL students prefer for business letter writing?\",\"answer\":\"Students most preferred direct lecturer correction, followed by lecturer-students conferencing and peer-correction. Lower preferences were reported for error identification, lecturer commentary, and self-correction.\"},{\"question\":\"How was the study conducted?\",\"answer\":\"The research used a case study with 15 EFL students in a Business Correspondence Course. Questionnaires and interviews served as the research instruments.\"},{\"question\":\"Why did students prefer lecturer correction?\",\"answer\":\"They valued receiving direct, good correction from the lecturer, using it as a reference and guide for further improvements in both linguistic accuracy and business letter organization.\"}]","EFL Students’ Preferences toward the Lecturer’s Corrective Feedback in Business Letters Writing | PDF",1792091245,58]