EFL Students' Preferences toward the Lecturer's Corrective Feedback in Business Letters Writing

• Main Author: La Ode Sanu (Author)
• Format: Book
• Published: Institut Agama Islam Negeri (IAIN) Samarinda, 2016-12-01T00:00:00Z.
• Subjects: article
• Online Access: Connect to this object online.
• Notes: 1411-3031; 2442-9651; 10.21093/di.v16i2.311
• Keywords: Efl students' preferences, Corrective Feedback, and Business Letter Writing; Education; L; Special aspects of education; LC8-6691
• Source: Dinamika Ilmu, Vol 16, Iss 2, Pp 221-243 (2016)

This study aimed to investigate; the students' preferences toward the lecturer's corrective feedback in the business letter writing and their reasons why they preferred for particular corrective feedback types. A case study was used by involving 15 EFL students who enrolled the Business Correspondence Course. The questionnaire and interview were used as the research instruments. This study revealed that; (1) the students preferred to receive <em>lecturer correction</em> (M=5.00), followed by <em>lecturer-students conferencing</em> (M=4.13), <em>peer-correction</em> (M=2.73), <em>error identification</em> (M=2.00), <em>lecturer commentary</em> (M=1.93), and <em>self-correction</em> (M=1.27). (2) the students' reasons at choosing the <em>lecturer correction</em> were getting the directly good correction from the lecturer, which it would be used as the reference/guide for further improvements both linguistic accuracy and business letter organization. In <em>lecturer-students conferencing, </em>beside they got good correction and grateful appreciation from both their lecturer and other students, they could learn and share the knowledge of errors made together; however they ashamed their linguistics errors, low ability and knowledge in formatting good business letter could be known by others. In<em> peer-correction</em>, the students got the unsatisfied and satisfied corrective feedback from their peers; and they were doubt with their peers' ability and knowledge in giving correction. In <em>Error identification</em> and <em>lecturer commentary</em>, it was difficult for the students to diagnose the real errors and to correct them. Finally, the reasons of <em>self-correction</em> were useless and unsatisfied to evaluate their own work since they had limited ability and knowledge in formatting the business letter writing effectively.