ESL Learners’ Preferences for Written Corrective Feedback in Pakistani Context

Abstract

The present study is conducted in Pakistani ESL context to explore the preferences of ESL learners for the types of WCF and teachers' practices of WCF. Further, the researcher tries to investigate alignment of learners' preferences and teachers' practices of WCF. The researcher used mixed method approach including WCF questionnaire of learners for quantitative data and teachers' semi structured interviews for qualitative data. The participants were 200 learners of BS second semester from four social sciences departments of GCWUS and five ESL teachers from the same institute. The WCF questionnaire consisted of six categories in three pairs (focused/unfocused, direct/indirect, feedback on content and feedback on form) and it was analyzed by comparing the means of each category with the other by using SPSS version 26. The qualitative data was analyzed by using thematic analysis. The findings of the study elucidated that learners preferred focused, direct feedback and feedback on form from the three pairs of WCF categories. The independent t-test was used to highlight the significant differences in the preferences of learners based on age, medium of instruction and family status. The results indicated no significant differences based on age, medium and family status. One-way ANOVA was also used to explore the significant differences based on departments, grades in previous English exams and favorite subject throughout study career. The results indicated significant differences in the learners' preferences of WCF based on their departments, grades and favorite subject. The interview analysis indicated that teachers preferred unfocused, direct feedback and feedback on form. There was mismatch between the learners' preferences and teachers' practices on focused and unfocused feedback as three teachers valued unfocused feedback while learners preferred focused feedback. While in other two categories of WCF (direct feedback and feedback on form), there was alignment between learners' preferences and teachers' practices. The study implied that there is need to shift classroom into learner centered in which they can freely discuss their preferences for WCF. There should be workshops for training of teachers for WCF. The institutes should make policies under which teachers can freely practice the WCF by keeping in mind the needs and requirements of their students