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Data were collected using a self-developed questionnaire validated by three experts and found reliable (Cronbach’s Alpha=0.763), analyzed using mean, standard deviation, and independent samples t-test.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/students-perceptions-and-preferences-about-teachers-written-corrective-feedback-at-secondary-level/596207/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/students-perceptions-and-preferences-about-teachers-written-corrective-feedback-at-secondary-level/596207.png","ImageObject",300,407,{"name":42,"@type":43},"Guten tag","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":33},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What is the purpose of the study on WCF?","Question",{"text":62,"@type":63},"The study investigates students’ perceptions of written corrective feedback and their preferences about how teachers should provide it at the secondary level.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How were students selected and how was data collected?",{"text":67,"@type":63},"A descriptive quantitative design was used with 1000 grade IX students from 60 schools selected via two-stage cluster stratified random sampling. 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Descriptive research design of quantitative approach was used. 1000 (500 boys and 500 girls) students of grade IX were participated in the study and selected from 60 schools (30 public and 30 private) by using two stage cluster stratified random sampling technique. A self-developed questionnaire was used to collect data. The validity of the questionnaire was checked by taking opinion of three experts and the reliability of the instrument was Cronbach’s Alpha=0.763 . Data was analyzed by using mean, standard deviation and independent samples t-test. The results of students’ perceptions showed that students find their teachers’ WCF helpful in noticing their errors in writing and help them to improve their performance in English. Moreover, majority of students prefer that their teachers should give a clue about errors and do not correct them. It is suggested that teachers may keep students’ views and preferences in mind while giving WCF to students on their writing to make it useful for them.  \nKeywords: Feedback, Written Corrective Feedback, Secondary Level  \n*Assistant Professor, Govt. Graduate College for Women Gulberg, Lahore. Email: [aqeela_phd@yahoo.com](aqeela_phd@yahoo.com)  \n**Dean School of Social Sciences and Humanities, University of Management andTechnology, Lahore.  \nEmail: [drmumtazakhter@hotmail.com](drmumtazakhter@hotmail.com)  \nIntroduction  \nThe role of WCF in English writing has been a topic of interest over the past many decades. Feedback plays a significant role in student learning and its implementation is constructive for the improvement of students’writing (Hattie & Timperley, 2007; Saragih, Madya, Siregar, & Saragih, 2021; Shute, 2008; Srichanyachon, 2012; Taylor, Mather, & Rowe, 2011; Trabelsi, 2019) . Corrective feedback (CF) strives to give information to the learner about the learner’s performance and aims to increase learning through error correction (Shirota, 2016) . The comments which purposely address the use of English language are known as written corrective feedback (WCF), and are frequently used by English as foreign language (EFL) teachers (Hyland & Hyland, 2006) . It is also the most widely used feedback form given to students on their written work (Park, Song,& Shin, 2015) . Teachers guide their students in writing by correcting their errors and giving comments on errors. Many research studies have revealed a positive role of feedback on students’writing (Bitchener, 2008; Bitchener & Knoch, 2009; Chandler, 2003; Ene & Kosobucki, 2016; Hashemnezhad & Mohammadnejad, 2012; Shirota, 2016; Sritrakarn, 2018) .  \nProvision of WCF is an approach generally utilized by language instructors to facilitate students to improve their writing (Alshahrani & Storch, 2014; Jui-Jung, WenTa, & Chaochang, 2017) . Lizzio and Wilson (2008) advocate that WCF plays a fundamental function in supporting students to minimize their errors. WCF is a significant area of teachers’ work and researches sho that students value their teachers’WCF and find it helpful to improve the process of writing (Chen, Nassaji, & Liu, 2016; Karim & Nassaji 2015; Nakamura, 2016; Raza, 2019; Sritrakarn, 2018) . Research constantly shows that learners give importance to teachers’ WCF and find it most useful among other types (e.g. oral and electronic conferencing) feedback (Ekholm, Zumbrunn,& Conklin, 2015; Yang, Badger, & Yu, 2006; Zumbrunn, Marrs, & Mewborn, 2016) .  \nHowever, there is no universal agreement on the relevance of corrective feedback to student learning for the reason that although feedback is considered vital, it is also believed that students show disengagement from teachers’WCF (Robinson, Pope, & Holyoak, 2013) . Some students do not ","cbCainsqGZCsNBww","https://ap.wps.com/l/cbCainsqGZCsNBww","pdf",413486,14,"English","# Introduction\n## Role and definitions of WCF\n## Current research and reported benefits\n## Disagreements and challenges in WCF effectiveness\n## Student understanding and interpretation of WCF\n## Rationale for studying students’ perceptions and preferences","[{\"question\":\"What is the purpose of the study on WCF?\",\"answer\":\"The study investigates students’ perceptions of written corrective feedback and their preferences about how teachers should provide it at the secondary level.\"},{\"question\":\"How were students selected and how was data collected?\",\"answer\":\"A descriptive quantitative design was used with 1000 grade IX students from 60 schools selected via two-stage cluster stratified random sampling. A self-developed questionnaire collected the data.\"},{\"question\":\"What did the study report about students’ perceptions and preferences?\",\"answer\":\"Students found teachers’ WCF helpful for noticing writing errors and improving English performance. Many students prefer teachers to provide a clue about errors rather than directly correcting them.\"}]","Students’ Perceptions and Preferences about Teachers’ Written Corrective Feedback at Secondary Level | PDF",1792082641,35]