Written Corrective Feedback in the Work of Students at the University of Limpopo: Perceptions of First-entering Students

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Mphoto Mogoboya , Matome Ramokgopa

Abstract

This study sought to explore perceptions of written corrective feedback of English Second Language grammar of first-entering students at the University of Limpopo. Specifically, the study was designed to establish the views of first-entering students on the written feedback from their lecturers. This study, furthermore, endeavoured to respond to the widely-held views that students do not pay much-needed attention to feedback; that even if feedback is provided, some students do not know how to use it to improve their English grammar. Additionally, it was perceived that some lecturers do not invest sufficient time in the provision of a detailed, usable feedback. Lecturers were also invited to participate in the study to establish their position on the subject. This is a qualitative study which is reinforced by Assessment for Learning as its theoretical mainstay. It has employed classroom observation checklists as data collection tools.  The study uncovered, among other aspects, that students view written corrective feedback as a tool that enhances their usage of English Second Language grammar. This dispels the long-standing perceptions that students are mainly interested in marks obtained from assessments and not necessarily in learning. It furthermore highlights the need to provide a detailed, timely and constructive written feedback in students’ academic English grammar work.

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