Error correction plays an important role in learners’ writing development. This study investigated learners’ expectations towards feedback and their responses after receiving feedback. Data were collected from 60 university students in Hong Kong via questionnaires and focus group interviews. Results showed that students in general appreciated more detailed feedback, and preferred direct rather than indirect correction. After receiving feedback, the majority of the learners would review the feedback, though they seldom discussed the errors they had made with their teachers. Proposals will be made for error correction strategies and ways of raising the awareness of learners regarding errors.
|Publication status||Published - May 2013|