The paper titled "EFL Students’ Attitudes Toward Corrective Feedback: A Study Conducted at Undergraduate Level" focuses on understanding the attitudes of English as a Foreign Language (EFL) students towards corrective feedback in a Saudi Arabian university setting. The primary research question investigates how students perceive online and offline corrective feedback and whether they find it beneficial for their language learning process.
The purpose of the study is to explore the preferences and attitudes of EFL students towards corrective feedback, aiming to determine whether they view it as a positive and motivating tool in their learning journey. The study also examines which types of students prefer immediate (online) or delayed (offline) feedback and how this feedback should be tailored to meet their individual needs.
The research methodology involved a questionnaire administered to sixty female undergraduate students from levels 7 and 8 of the B.A. in English program at King Khalid University, Saudi Arabia. The questionnaire consisted of eight closed-ended questions designed to capture the students' attitudes towards different forms of corrective feedback.
The key findings reveal that the majority of the students view corrective feedback as an essential and positive component of their language learning process. Most students expressed a preference for both immediate and delayed feedback, recognizing its role in improving linguistic accuracy and overall performance. However, the study also noted that a small number of students struggled to differentiate between helpful and unhelpful feedback, which sometimes led to less engagement with the feedback provided.
In conclusion, the study emphasizes the importance of corrective feedback in EFL classrooms, highlighting that students generally perceive it as a beneficial tool that enhances their learning experience. The findings suggest that teachers should consider both immediate and delayed feedback, tailoring it to the specific needs of their students to maximize its effectiveness. The study also calls for further research to explore attitudes towards corrective feedback among different demographics, including male students and those at different proficiency levels.