Corrective Feedback in the Saudi EFL Writing Context: A New Perspective

Abstract

Corrective feedback (CF) in writing classes has been a central issue in the field of SLA. Various SLA studies recommended that raising the awareness towards EFL students' perceptions and attitudes of CF practices might lead to more effective learning of writing skills and more successful teaching methods in the L2 classroom (Ellis, 2009; Ferris, 2007; Lee, 1997; Pawlak, 2014). The present paper proposes a new perspective towards the use of CF practices in writing classes at the Saudi EFL context. The study, therefore, aims at collecting necessary data on students' attitudes towards the proposed practices of CF and finding out whether such practices would be positively or negatively perceived by students. It also aims at finding out whether or not such practices are beneficial for students. The results showed approval on the use of the proposed practices of CF among the majority of participants. Participants were motivated and exhibited patent ability for self-correction.