TEACHER AND STUDENTS’ VOICES ON UNFOCUSED WRITTEN CORRECTIVE FEEDBACK METHODS TO INCREASE THE QUALITY OF ESSAY

Indah Lestari, Febti Ismiatun, Fitri Awaliyatush Sholihah

Abstract


This study explores how teachers and students perceive the use of unfocused written corrective feedback (WCF) in improving essay writing. Unfocused WCF refers to corrections that cover various types of errors instead of focusing on a single issue. The study was conducted at a private university in East Java, involving one teacher and three English as a Foreign Language (EFL) students. Using a qualitative approach, the data were collected through interviews to understand their experiences and opinions. Results showed that both the teacher and students found unfocused WCF helpful in improving grammar, organization, and overall essay quality. However, they also noted challenges such as time constraints for teachers and the potential for students to feel overwhelmed by too many corrections. Despite these challenges, students appreciated the clarity and usefulness of detailed feedback, which helped them revise their writing more independently. The findings suggest that when given clearly and supportively, unfocused WCF can significantly aid student writing development. This study recommends further training and resources for teachers to provide more effective feedback and suggests broader research with more participants to validate the findings.

Keywords: Written Corrective Feedback; Unfocused Feedback; Essay Writing; Teacher and Students’ Voices


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References


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