Factors Influencing Learners’ Preferences of Written Corrective Feedback by Teachers of English as a Foreign Language: The Case of Kigamboni Navy Secondary Schools

Abstract

Research shows that proficiency levels, goals, interests, beliefs, and authentic contexts influence learners’ responses to written corrective feedback (WCF). Thus, no one or two findings can fit in all second language (SL) teaching/learning contexts. Additionally, in the Tanzanian context, studies have revealed a mismatch between teachers’ practices and learners’ needs, and less attention is paid to the factors that influence learners’ preferences on given WCF. The present study sought to explore learners’ views by identifying the types of WCF provided by teachers of English as a Foreign Language (EFL) to their learners; and establish the factors influencing such learners’ preferences for the WCF provided by such teachers in the context of foreign language classrooms. This case study involved 40 learners from the Kigamboni Navy Secondary School sampled purposively, where document review and focus group discussion were used to collect data, following Biber et al. In the taxonomy of WCF, the collected data were transcribed, coded, and analyzed using thematic analysis methods. Findings revealed a disagreement between teachers’ practice and learners’ views for given types of WCF. In addition, learners’ opinions of the WCF provided by teachers were influenced by learners’ self-perceived ability, amount of information, comprehensiveness of the WCF, teachers’ tone, and the scope of the WCF. This study recommends that, in providing WCF, teachers should focus on what works for learners. Also, teachers should focus on factors influencing learners’ preferences for given WCF.