Zhang Tiefu, Chen Xuemei, Hu Jiehui, Ketwan Pattarapon
School of Foreign Languages, University of Electronic Science and Technology of China, Chengdu, China.
Martin De Tours School of Management and Economics, Assumption University, Bangkok, Thailand.
Front Psychol. 2021 Apr 8;12:660564. doi: 10.3389/fpsyg.2021.660564. eCollection 2021.
Using both quantitative and qualitative approaches, this study investigated the preference of learners of English as a foreign language (EFL) for four types of written corrective feedback (WCF), which are often discussed in the literature, on grammatical, lexical, orthographic, and pragmatic errors. In particular, it concerned whether such preference is influenced by two learner variables, namely, foreign language enjoyment (FLE) and proficiency level. The preference for selective vs. comprehensive WCF was also examined. The participants in the study were 117 University students in a Thai EFL context. Analysis of questionnaire data revealed a tendency for learners to prefer more explicit types of WCF (i.e., metalinguistic explanation and overt correction) for most error types, irrespective of their proficiency and FLE level. High proficiency level learners rated less explicit WCF types (i.e., underlining and error code) as useful to some degree, whereas their low proficiency level counterparts did not. Similar results were found for the two FLE groups. Besides, the FLE level seemed to play a role in perceiving the value of WCF in terms of scope. The results of follow-up interviews showed that the linguistic features of learners' first language, existing knowledge of the target language, affective feelings, and teacher's role were the main factors contributing to variation in learners' preferences. Possible pedagogical implications are discussed.
本研究采用定量和定性研究方法，调查了作为外语的英语（EFL）学习者对四种书面纠正反馈（WCF）的偏好，这四种反馈在文献中经常被讨论，涉及语法、词汇、拼写和语用错误。具体而言，研究关注这种偏好是否受到两个学习者变量的影响，即外语学习乐趣（FLE）和熟练程度。同时也考察了对选择性与综合性书面纠正反馈的偏好。研究的参与者是泰国一所大学的117名学生。问卷数据分析显示，无论其熟练程度和外语学习乐趣水平如何，学习者对于大多数错误类型倾向于更喜欢更明确的书面纠正反馈类型（即元语言解释和显性纠正）。高水平学习者认为不太明确的书面纠正反馈类型（即下划线和错误代码）在一定程度上是有用的，而低水平学习者则不然。两个外语学习乐趣组也得到了类似的结果。此外，在外语学习乐趣水平在从范围角度感知书面纠正反馈的价值方面似乎起到了一定作用。后续访谈结果表明，学习者母语的语言特征、目标语言的现有知识、情感感受和教师的角色是导致学习者偏好差异的主要因素。文中还讨论了可能的教学启示。
