Online versus face-to-face written corrective feedback: EFL students’ perception and preference

Bambang Yudi Cahyono, I. Imelda


Nowadays, there are many Internet applications (e.g. Instagram and Tumblr) that can be used in the teaching of English as a foreign language (EFL), The emergence of Internet applications enables EFL teachers to provide online written corrective feedback (WCF) in addition to face-to-face WCF. Being applied in the blended-learning mode of instruction, this study aimed to describe EFL students’ perception and preference for the use of online and face-to-face WCF. It involved 36 students of the English Department who took an Advanced Writing course. In the course, the students learned two kinds of essays: opinion essays and argumentative essays. In the first half of the semester, the students were engaged in online WCF provided through Instagram for the opinion essay and through Tumblr for the argumentative essay. In the second half of the semester, the students were provided with face-to-face WCF for the argumentative essay. The result showed that while the students agreed with the use of Internet platforms in the teaching of EFL writing, they stated their preference for face-to-face WCF over online WCF. Accordingly, when teaching is likely to be conducted in online mode, WCF must be given in ways that can engage the students enthusiastically. 


Face-to-face written corrective feedback (WCF); Internet platforms; online WCF; written corrective feedback

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