Method(s) of error correction in giving feedback to students' written assessment: An investigation on SMA Persekutuan Labu Teachers' and Students' perceptions / Rohaizan Ahmad
The main objective of this study is to examine both students’ and teachers’ perception pertaining to the various methods which are used by the teachers when dealing with students’ written errors. Hence, it was found that the three common methods of error correcting preferred by teachers are under...
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| Format: | Thesis |
| Language: | English |
| Published: |
2012
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| Online Access: | http://ir.uitm.edu.my/id/eprint/14895/ http://ir.uitm.edu.my/id/eprint/14895/1/TM_ROHAIZAN%20AHMAD%20ED%2012_5.PDF |
| Summary: | The main objective of this study is to examine both students’ and teachers’ perception pertaining
to the various methods which are used by the teachers when dealing with students’ written errors.
Hence, it was found that the three common methods of error correcting preferred by teachers are
underlining, giving comments and using symbols or marking codes which are mostly “indirect
feedback”. In contrast, the students tend to favor “direct feedback” especially personal
consultation for their error treatment. Thus, there exists a gap and mismatch pertaining to both
teachers’ and students’ preferences and needs of error correcting. This gap and mismatch in
perceptions and needs should be addressed by all the relevant parties in order to ensure the
effectiveness of the method(s) used. Therefore, it is important to note that, teachers play an
important role in selecting and providing appropriate corrective feedbacks as this indirectly will
influence students’ written performance. In accordance with this, in Malaysian ESL classroom
context, students’ perceived that teachers should and needs to correct their written errors as
essential platform to develop and further improve their written performance as a whole. |
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