STUDENTS’ EMOTIONAL RESPONSES TOWARD TEACHER’S DIRECT WRITTEN CORRECTIVE FEEDBACK
DOI:
https://doi.org/10.22460/eltin.v10i1.p23-30Keywords:
Keyword, Direct written corrective feedback, Students’ emotional responses, Narrative textAbstract
This study aims to find out what emotional responses students after receiving to Direct Written Corrective Feedback (DWCF) from the teacher in their writing assignments. The research design used in this research is a narrative case study design. The respondents of this study were the students of Senior high school in Karawang. To collect students’ emotional response data, semi-structured interviews and students' reflective journals are used. Then, collected data were analyzed by using thematic analysis.  The results revealed that students’ emotional responses toward teacher’s direct written corrective feedback include positive and negative responses. The positive responses were happy (6), satisfaction (5), motivated (3). While, negative responses were surprised (1), disappointed (2), dissatisfaction (1). Based on these findings, it can be concluded that most of students responded the teacher’s feedback positively. The reason why most of students gave the positive responses was revealed by the result of interview that students feel happy because the feedback that the teacher provides is very useful.References
Banaruee, H., & Askari, A. (2016). Typology of corrective feedback and error analysis.
Isfahan: Sana Gostar Publications. ISBN: 978-600-8061-88-5.
Banaruee, H., Khatin-Zadeh, O., & Ruegg, R. (2018). Recasts vs. direct corrective feedback
on writing performance of high school EFL learners. Cogent Education, 5(1), 1455333
Bitchener, J., & Storch, N. (2016). Written corrective feedback for L2 development.
Multilingual Matters.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research
in psychology, 3(2), 77-101.
Chapelle, C. A., & Sauro, S. (2017). Introduction to the handbook of technology and second
language teaching and learning. The handbook of technology and second language
teaching and learning, 1-9.
Daneshvar, E., & Rahimi, A. (2014). Written corrective feedback and teaching grammar.
Procedia - Social and Behavioral Sciences, 136, 217–221.
Ellis, R. (2009). Corrective feedback and teacher development. L2 Journal, 1(1).
Farrokhi, et al. (2011). The Effects of Focused and Unfocused Written Corrective Feedback on Grammatical Accuracy of Iranian EFL Learners. Theory and Practice in Language Studies, 1(12), 1797-1803
Ferris, D. R. (2010). Second language writing research and written corrective feedback in SLA: Intersections and practical applications. Studies in Second Language Acquisition, 32(2), 181-201.
Gilgun, J. F. (1994). A case for case studies in social work research. Social work, 39(4), 371-380.
Goleman, D., Boyatzis, R., & McKee, A. (2002). The emotional reality of teams. Journal of Organizational Excellence, 21(2), 55-65.
Li, F., & Curdt-Chriatiansen, X. L. (2020). Teacher feedback in UK higher education: Affective and cognitive perceptions of Chinese postgraduate students. International Journal of Educational Research, 104, 1-12, DOI: https://doi.org/10.1016/j.ijer.2020.101674
Mahfoodh, OHA. (2017). “I feel disappointedâ€: EFL university students’ emotional responses towards teacher written feedback. Assessing Writing, 31, 53–72. DOI: https://doi.org/10.1016/j.asw.2016.07.001
Ping, A. L., Pin, V. T. P., Wee, S., & Nah, H. H. (2003). Teacher feedback: A Singaporean perspective. ITL-International Journal of Applied Linguistics, 139(1), 47-75.
Rummel, S., & Bitchener, J. (2015). The effectiveness of written corrective feedback and the impact LAO learners’ beliefs have on uptake. Australian Review of Applied Linguistics, 38 (1), 66-84. DOI: https://doi.org/10.1075/aral.38.1.04rum
Semke, H. D. (1984). Effects of the red pen. Foreign language annals, 17(3), 195-202.
Shintani, N., & Ellis, R. (2013). The comparative effect of direct written corrective feedback and metalinguistic explanation on learners’ explicit and implicit knowledge of the English indefinite article. Journal of Second Language Writing, 22(3), 286–306.
Shuman, V., & Scherer, K. R. (2014). Concepts and structures of emotions. International handbook of emotions in education, 23-45.
Truscott, J. (2007). The effect of error correction on learners’ ability to write accurately. Journal of second language Writing, 16(4), 255-272.
Truscott, J. (2016). The effectiveness of error correction: Why do meta-analytic reviews produce such different answers. Epoch making in English teaching and learning: A special monograph for celebration of ETA-ROC’s 25th anniversary, 129-141.
