L2 Learners’ Preferences and Opinions of Teachers’ Written Corrective Feedback in L2 Writing Multicultural Class

Sabariah Abd Rahim; Anna Lynn Abu Bakar; Wan Hurani Osman

doi:10.47405/mjssh.v8i4.2252

Sabariah Abd Rahim Center for the Promotion of Knowledge and Language Learning, University Malaysia Sabah, Jalan UMS, 88400 Kota Kinabalu, Sabah, Malaysia. https://orcid.org/0000-0002-8321-3575
Anna Lynn Abu Bakar Center for the Promotion of Knowledge and Language Learning, University Malaysia Sabah, Jalan UMS, 88400 Kota Kinabalu, Sabah, Malaysia.
Wan Hurani Osman Center for the Promotion of Knowledge and Language Learning, University Malaysia Sabah, Jalan UMS, 88400 Kota Kinabalu, Sabah, Malaysia. https://orcid.org/0009-0006-9611-5807

DOI: https://doi.org/10.47405/mjssh.v8i4.2252

Keywords: L2 learners’ preferences and opinion, Written corrective feedback, L2 writing multicultural class

Abstract

Effective writing skills are essential for second language (L2) learners to achieve. To assist these learners, writing teachers provide methods to improve their skills in writing, and one of the methods is written corrective feedback. Despite applying written corrective feedback, L2 learners still face challenges in developing their writing skills, especially the skill to produce linguistically accurate writing. Written corrective feedback is a form of written feedback that is commonly employed pedagogically in writing class. Nevertheless, it is unsure whether or not L2 learners are benefited from this method. Therefore, this study seeks to determine the preferences and opinions of L2 learners regarding their teachers' written corrective feedback. The study adopted a mixed-methods research method, combining a questionnaire and a semi-structured interview. This study involved twenty-one L2 students from various ethnic backgrounds. The findings indicate that these L2 learners of diverse ethnic backgrounds require written corrections to improve their writing correctness. As a result of the teachers' lack of effort in expressing the written corrective comments, the L2 students are unable to comprehend the corrections made. This impacts their writing accuracy. For this reason, they choose face-to-face consultation for the written CF, as it will benefit both their revisions and future writings. This study is relevant because it provides teachers with insights for enhancing the efficiency of written corrective feedback in an L2 writing class.

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Author Biographies

Sabariah Abd Rahim, Center for the Promotion of Knowledge and Language Learning, University Malaysia Sabah, Jalan UMS, 88400 Kota Kinabalu, Sabah, Malaysia.

I am a lecturer in the English Unit of Pusat Penataran Ilmu dan Bahasa, UMS. I have a degree in English Language (B.A. Hons, UPM), a Master's in English as a Second Language (MESL, UM) and a PhD in English Language Skills (USM). Before joining UMS, I was an editor in one of the multilevel marketing companies in Kedah (GANO EXCEL), where I was responsible for the writing up and editing of articles to be published in the company’s monthly bulletin. Then I joined PPIB, UMS in 2004 and I have been teaching English Language skills to undergraduates for more than 15 years in PPIB, UMS. My area of expertise includes English as a Second Language, Second Language Learning and Second Language Writing.

Anna Lynn Abu Bakar, Center for the Promotion of Knowledge and Language Learning, University Malaysia Sabah, Jalan UMS, 88400 Kota Kinabalu, Sabah, Malaysia.

Anna Lynn Abu Bakar has been an English Teacher for 21 years with a PhD in TESL from Universiti Malaysia Sabah. Since 2009, she has been teaching English in Universiti Malaysia Sabah and is interested in looking at the integration of technology in teaching and learning and how it affects the oral competency among undergraduate students.

Wan Hurani Osman, Center for the Promotion of Knowledge and Language Learning, University Malaysia Sabah, Jalan UMS, 88400 Kota Kinabalu, Sabah, Malaysia.

Wan Hurani Osman has been an English teacher for 27 years with a Masters in TESL from Universiti Malaysia Sabah. She has been teaching English in UMS for more than 20 years and is interested in looking at written discourse and English language studies in general.

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