Written Corrective Feedback in Online Writing Classrooms: EFL Students’ Perceptions and Preferences

Abstract

This article contributes to the existing body of research on written corrective feedback (WCF) in foreign language (L2) writing classrooms by focusing on online learning environments. The study offers insight into the effective use of different WCF strategies in a Saudi context. This was achieved by investigating students’ perceptions of WCF and exploring the WCF strategies that students preferred in online writing classrooms. Data was collected through an online survey modified and administered for this study. SPSS version 26 was used to analyze the data. Descriptive statistics were used to describe the students’ responses. Results for the first research question indicate that Saudi students felt positive about using WCF in their EFL online writing classrooms as they found it a helpful tool to improve their writing. For the second research question, findings suggest that students found some WCF strategies to be more helpful than others. Electronic feedback was the strategy that students most preferred, while unfocused feedback was the second most favorable strategy. The study has pedagogical implications for EFL teachers regarding the integration of different WCF strategies to improve EFL online writing classrooms.