English Teachers’ Written Corrective Feedback in an English Medium of Instruction University in Pakistan: Students’ Perspective

Abstract

Written corrective feedback (WCF) is significant in enhancing the English writing skills of students. This research is set to examine the views and perceptions of university students on written corrective feedback in the English writing classroom within an English Medium of Instruction (EMI) setting. The data was collected using a quantitative research design by distributing a questionnaire through Google Forms to BS English students across various campuses in the University of Education Lahore. Descriptive statistical measures were used to analyze responses of 236 students. The results showed that most of the students ranked written corrective feedback provided by teachers as very important to help better their English writing. The students further emphasized that English teachers’ WCF helps to minimize spelling, punctuation, and capitalization mistakes and increase their overall writing performance in English language. They also wanted detailed comments that stimulate self-management and reflection as opposed to little, unexplained remarks. There is a strong recommendation that teachers need to customize WCF to the student preferences so that it maximizes the effect of WCF on writing instruction in EMI classrooms.