How do Spanish foreign language learners visualize written corrective feedback? A fresh panorama on students’ experiences, perceptions, and preferences as writers
Palabras clave:
direct written corrective feedback, expectations, familiarity, indirect written corrective feedback, instruction, opinions, strategiesResumen
Identifying Spanish foreign language learners’ preferences and perceptions concerning written corrective feedback is crucial to empower them as writers. Studies on perceptions display incongruity between teachers’ praxis and the learners’ views; a mismatch that compromises the revision process and the overall growth of writing as a skill. Therefore, this study offers a fresh panorama on the matter by surveying the opinions and predilections concerning written corrective feedback of 21 intermediate Spanish foreign language learners. This study also provides a detailed profile of the participants as writers based on their self-reported practices (i.e., writing strategies) and their experiences with any formal instruction on literacy. Overall, an increase in positive perspective regarding written corrective feedback was observed as learners considered it furthered their writing abilities. They mainly favored indirect comments that a) created saliency and b) reflected metalinguistic information. Pedagogical insights to advance Spanish learners’ writing aptitudes are offered.
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