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Medical School Students’ Preferences for and Perceptions of Teacher Written Corrective Feedback on English as a Second Language Academic Writing: An Intrinsic Case Study

This intrinsic case study investigated English as a foreign language (EFL) medical students’ preferences for and perceptions of teacher written corrective feedback (WCF) on their academic writing. Chinese-speaking second-year first-semester undergraduate medicine majors (n = 71) enrolled in an acade...

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Autores principales: Reynolds, Barry Lee, Zhang, Xiaofang
Formato: Online Artículo Texto
Lenguaje:English
Publicado: MDPI 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9854625/
https://www.ncbi.nlm.nih.gov/pubmed/36661585
http://dx.doi.org/10.3390/bs13010013
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author Reynolds, Barry Lee
Zhang, Xiaofang
author_facet Reynolds, Barry Lee
Zhang, Xiaofang
author_sort Reynolds, Barry Lee
collection PubMed
description This intrinsic case study investigated English as a foreign language (EFL) medical students’ preferences for and perceptions of teacher written corrective feedback (WCF) on their academic writing. Chinese-speaking second-year first-semester undergraduate medicine majors (n = 71) enrolled in an academic EFL “reading to write” course at a university in northern Taiwan were recruited as participants. Qualitative content analysis, as well as some descriptive statistics, was used to investigate data gathered from participants’ responses to an open- and closed-ended questionnaire. The questionnaire enquired about their preferences for and perceptions of teacher WCF relating to writing structure, writing content, and writing mechanics. Qualitative content analysis of two in-depth semi-structured interviews with the English teacher uncovered why the participants preferred certain WCF types and perceived them as helpful. Questionnaire data revealed that students showed a preference for WCF relating to writing structure over content and mechanics, and direct feedback over indirect feedback for both writing content and structure. Compared to writing structure and writing content, the examples given by students of the most (n = 25) and least helpful (n = 14) feedback were predominantly related to writing mechanics. The interview transcript data underscored the influencing factors of EFL medical students’ preferences and the perceived benefits and challenges related to feedback. These findings suggest that writing teachers should consider the specialized preferences of particular learner groups (e.g., EFL medical school students) prior to administering feedback.
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spelling pubmed-98546252023-01-21 Medical School Students’ Preferences for and Perceptions of Teacher Written Corrective Feedback on English as a Second Language Academic Writing: An Intrinsic Case Study Reynolds, Barry Lee Zhang, Xiaofang Behav Sci (Basel) Article This intrinsic case study investigated English as a foreign language (EFL) medical students’ preferences for and perceptions of teacher written corrective feedback (WCF) on their academic writing. Chinese-speaking second-year first-semester undergraduate medicine majors (n = 71) enrolled in an academic EFL “reading to write” course at a university in northern Taiwan were recruited as participants. Qualitative content analysis, as well as some descriptive statistics, was used to investigate data gathered from participants’ responses to an open- and closed-ended questionnaire. The questionnaire enquired about their preferences for and perceptions of teacher WCF relating to writing structure, writing content, and writing mechanics. Qualitative content analysis of two in-depth semi-structured interviews with the English teacher uncovered why the participants preferred certain WCF types and perceived them as helpful. Questionnaire data revealed that students showed a preference for WCF relating to writing structure over content and mechanics, and direct feedback over indirect feedback for both writing content and structure. Compared to writing structure and writing content, the examples given by students of the most (n = 25) and least helpful (n = 14) feedback were predominantly related to writing mechanics. The interview transcript data underscored the influencing factors of EFL medical students’ preferences and the perceived benefits and challenges related to feedback. These findings suggest that writing teachers should consider the specialized preferences of particular learner groups (e.g., EFL medical school students) prior to administering feedback. MDPI 2022-12-23 /pmc/articles/PMC9854625/ /pubmed/36661585 http://dx.doi.org/10.3390/bs13010013 Text en © 2022 by the authors. https://creativecommons.org/licenses/by/4.0/Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
spellingShingle Article
Reynolds, Barry Lee
Zhang, Xiaofang
Medical School Students’ Preferences for and Perceptions of Teacher Written Corrective Feedback on English as a Second Language Academic Writing: An Intrinsic Case Study
title Medical School Students’ Preferences for and Perceptions of Teacher Written Corrective Feedback on English as a Second Language Academic Writing: An Intrinsic Case Study
title_full Medical School Students’ Preferences for and Perceptions of Teacher Written Corrective Feedback on English as a Second Language Academic Writing: An Intrinsic Case Study
title_fullStr Medical School Students’ Preferences for and Perceptions of Teacher Written Corrective Feedback on English as a Second Language Academic Writing: An Intrinsic Case Study
title_full_unstemmed Medical School Students’ Preferences for and Perceptions of Teacher Written Corrective Feedback on English as a Second Language Academic Writing: An Intrinsic Case Study
title_short Medical School Students’ Preferences for and Perceptions of Teacher Written Corrective Feedback on English as a Second Language Academic Writing: An Intrinsic Case Study
title_sort medical school students’ preferences for and perceptions of teacher written corrective feedback on english as a second language academic writing: an intrinsic case study
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9854625/
https://www.ncbi.nlm.nih.gov/pubmed/36661585
http://dx.doi.org/10.3390/bs13010013
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