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Results reveal partial agreement but also key differences in both how WCF should be delivered and why.",{"@graph":14,"@context":73},[15,34,56],{"@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/written-corrective-feedback-what-do-students-and-teachers-prefer-and-why/596481/",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/written-corrective-feedback-what-do-students-and-teachers-prefer-and-why/596481.png","ImageObject",300,407,{"name":42,"@type":43},"Alexandar","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the main research focus regarding written corrective feedback (WCF)?","Question",{"text":63,"@type":64},"The study investigates how ESL students and teachers perceive the usefulness of different types and amounts of WCF, and why they prefer particular options.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How were data collected in the study?",{"text":68,"@type":64},"Qualitative and quantitative data were gathered from 31 ESL teachers and 33 ESL students using written questionnaires.",{"name":70,"@type":61,"acceptedAnswer":71},"What did the study find about teacher and student preferences?",{"text":72,"@type":64},"While some areas of agreement exist, important discrepancies were found, both in how WCF should be provided and in the reasons behind those preferences.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},596481,1792160518,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},962090768658,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","CJAL * RCLA Amrhein & Nassaji 95  \nWritten corrective feedback: What do students and teachers prefer and  \nwhy?  \nHannah R. Amrhein  \nUniversity of Victoria  \nHossein Nassaji  \nUniversity of Victoria  \nAbstract  \nA growing body of research has examined the effectiveness of written corrective feedback (WCF) for L2 writing. An area that has attracted considerable attention recently is how students and teachers perceive the usefulness of WCF. However, research in this area has largely focused on students’ perspectives, with fewer studies comparing students’ and teachers’ opinions. This study investigated how ESL students and teachers perceive the usefulness of different types and amounts ofWCF, and also the reasons they have for their preferences. Qualitative and quantitative data was collected from 31 ESL teachers and 33 ESL students by means of written questionnaires. The results showed that while there were some areas of agreement between teachers and students, important discrepancies in their opinions did occur, not only in how WCF should be provided but also why. Pedagogical implications of the study are discussed.  \nRésumé  \nDe plus en plus études examinent l’éfficacité des remarques écrites des professeurs dans l’écriture des étudiants de langue seconde. Un domaine d’étude qui attire de plus en plus attention récemment est l’un de la manière dans lequel les étudiants et les professeurs percoivent l’utilité des remarques écrites. La plupart des études dans cet domaine examinent les opinions des étudiants. Moins souvent ces études comparent les opinions des étudiants et des professeurs. Cet étude examine comment les étudiants et les professeurs de langue seconde percoivent l’éficacité des differents genres et quantités de remarques écrites, et examine aussi les raisons pour ces perceptions. Employions unsondage, les résponses qualitatives et quantitatives de 31 professeurs et de 33 étudiantsont été ramassé. Les résultats montrent que bien qu’il y a des accords entre les opinions des étudiants et les opinions des professeurs dans quelques domaines, il y a aussi des désaccords importants, non seulement dans les perceptions concernant la manière dans lequel les professeurs devrais remarquer sur l’écriture des étudiants, mais aussi concernant les raisons pour lequel les professeurs devrais remarquer sur l’écriture des étudiants. Les implications pédagogiques de cet étude sont discuter.  \nCJAL * RCLA Amrhein & Nassaji 96  \nWritten corrective feedback: What do students and teachers prefer and why?  \nIntroduction  \nA great deal of research has examined the effectiveness of corrective feedback for L2 writing. An important area that has attracted much attention recently is how students and teachers perceive the usefulness of written corrective feedback (WCF) (e.g., Diab, 2005; Ferris & Roberts, 2001; Hyland, 2003; Leki, 1991; Makino, 1993; Montgomery & Baker, 2007; Schulz, 1996, 2001) . This research has important implications for language learning and teaching because if students’ and teachers’perceptions of instructional effectiveness do not correspond, it can lead to students’ discontent, and learning can be impaired (Brown, 2009; Schulz, 2001). Although previous research has explored teachers’ and students’ opinions toward corrective feedback, much of this research has focused on students’perspectives, with fewer studies comparing students’ and teachers’opinions. In particular, students’ and teachers’preferences for various types ofWCF and their reasons for preferring particular types of corrective strategies have been left much unexplored. This study examines and compares ESL students’ and teachers’ opinions and preferences for different types and amounts ofWCF, and also explores the reasons why they prefer particular types and amounts ofWCF.  \nReview of the literature  \nThe literature on L2 learning has continuously shown varying positions regarding the effectiveness of corrective feedback on errors. As early as the 1970s, rese","cbCaieEvQqcBUTaZ","https://ap.wps.com/l/cbCaieEvQqcBUTaZ","pdf",475076,33,"English","# Abstract\n# Introduction\n# Review of the literature","[{\"question\":\"What is the main research focus regarding written corrective feedback (WCF)?\",\"answer\":\"The study investigates how ESL students and teachers perceive the usefulness of different types and amounts of WCF, and why they prefer particular options.\"},{\"question\":\"How were data collected in the study?\",\"answer\":\"Qualitative and quantitative data were gathered from 31 ESL teachers and 33 ESL students using written questionnaires.\"},{\"question\":\"What did the study find about teacher and student preferences?\",\"answer\":\"While some areas of agreement exist, important discrepancies were found, both in how WCF should be provided and in the reasons behind those preferences.\"}]","Written Corrective Feedback - What do students and teachers prefer and why? | PDF",1792083159,83]