Less is NOT more for learners: EFL learners' preferences and perceptions of teachers' written corrective feedback

Abstract

Scholars have debated whether comprehensive or focused written corrective feedback is more beneficial for EFL learners; however, learner preferences have not been sufficiently explored. Therefore, this study examined adult EFL learners' preferences and perceptions regarding teachers' written corrective feedback, focusing on a number of key aspects: perceived importance, preferred degree of comprehensiveness, preferred focus, preferred timing, preferred type (direct vs. indirect), and method of presenting feedback. A mixed-methods approach was employed, using a questionnaire to obtain quantitative data from 143 Saudi EFL learners enrolled at a Saudi university. Additionally, retrospective semi-structured interviews were conducted to obtain qualitative data from a subset of 49 participants. The findings revealed that participants highly valued teacher feedback and recognized its vital role in their writing development. As opposed to the prevalent assumption that “less is more,” participants collectively preferred comprehensive feedback that addresses various aspects of writing, including language, content, organization, and overall quality. They preferred feedback on the multiple drafts, particularly regarding content and organization. Moreover, participants preferred a combination of direct and indirect feedback methods, offering specific guidance, detailed explanations, and opportunities for self-correction. Participants emphasized the importance of clear, specific, and actionable feedback and the motivational impact of positive and encouraging comments. The preferences for comprehensive feedback and explicit guidance are crucial for informing EFL teaching practices and curriculum development. Furthermore, pedagogical implications and practical recommendations are discussed.