Students’ Perceptions and Emotional Responses towards Teachers’ Feedback on EFL Writing

Abstract

Teacher’s feedback plays without doubt a vital role in enhancing students’ writing accuracy and fluency. This dissertation, a total of three chapters, attempts to investigate students’ perceptions and emotional responses to their teacher’s feedback on their writing. It aims at exploring students’ perceptions and preferences of feedback methods and types that teachers should consider when correcting their students’ writings. In this study, it is hypothesised that students’ have negative views and emotional responses toward their teachers’ feedback. Our investigation is based on a questionnaire, which is administrated to a research sample of students, and an interview that is designed for teachers of writing. The results obtained reveal that students do have positive attitudes towards their teachers’ feedback. Students differ in their preferences of one type of feedback over the other, but they avow the importance of feedback in enhancing their writing level. They even vindicate their eagerness to receive more feedback on their writings.