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首页> 外文期刊>Frontiers in Psychology >EFL Students' Preferences for Written Corrective Feedback: Do Error Types, Language Proficiency, and Foreign Language Enjoyment Matter?
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EFL Students' Preferences for Written Corrective Feedback: Do Error Types, Language Proficiency, and Foreign Language Enjoyment Matter?

机译：EFL学生对书面纠正反馈的偏好：做错误类型，语言能力和外语享受吗？

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摘要

Using both quantitative and qualitative approaches, this study investigated the preference of learners of English as a foreign language (EFL) for four types of written corrective feedback (WCF), which are often discussed in the literature, on grammatical, lexical, orthographic, and pragmatic errors. In particular, it concerned whether such preference is influenced by two learner variables, namely, foreign language enjoyment (FLE) and proficiency level. The preference for selective vs. comprehensive WCF was also examined. The participants in the study were 117 University students in a Thai EFL context. Analysis of questionnaire data revealed a tendency for learners to prefer more explicit types of WCF (i.e., metalinguistic explanation and overt correction) for most error types, irrespective of their proficiency and FLE level. High proficiency level learners rated less explicit WCF types (i.e., underlining and error code) as useful to some degree, whereas their low proficiency level counterparts did not. Similar results were found for the two FLE groups. Besides, the FLE level seemed to play a role in perceiving the value of WCF in terms of scope. The results of follow-up interviews showed that the linguistic features of learners' first language, existing knowledge of the target language, affective feelings, and teacher's role were the main factors contributing to variation in learners' preferences. Possible pedagogical implications are discussed.
机译：本研究研究了定量和定性方法，研究了英语学习者作为外语（EFL）的四种类型的书面纠正反馈（WCF），这些反馈（WCF）通常在文献中讨论，语法，词汇，正交和务实的错误。特别是，它涉及这种偏好是否受到两个学习者变量的影响，即外语享受（FLE）和熟练程度。还检查了选择性与综合WCF的偏好。该研究中的参与者在泰国EFL背景下是117名大学生。对问卷数据的分析揭示了学习者更喜欢更明确的WCF（即金属语言解释和公开校正）的倾向，而且无论他们的熟练程度和飞行水平如何。高熟练程度学习者评分较少明确的WCF类型（即，下划线和错误代码）在某种程度上有用，而他们的低熟练程度同行没有。对两种行列群体发现了类似的结果。此外，由于范围，飞行水平似乎发挥了WCF的价值。后续访谈的结果表明，学习者第一语言的语言特征，目标语言的现有知识，情感感受以及教师的作用是有助于学习者偏好的变化的主要因素。讨论了可能的教学意义。

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