EFL SECONDARY AND HIGH SCHOOL STUDENTS’ PERCEPTIONS OF ADVANTAGES AND DIFFICULTIES OF WRITTEN FEEDBACK BY QUESTIONING IN WRITING

Authors

  • Kha Manh Nguyen Can Tho University, Vietnam
  • Mai Xuan Le School of Foreign Languages, Can Tho University, Vietnam

DOI:

https://doi.org/10.46827/ejes.v9i8.4408

Keywords:

EFL K-12 students, perceptions, written feedback by questioning, writing, Vietnam

Abstract

This paper reports a descriptive study to enquire into English as a Foreign Language (EFL) secondary and high school (K-12) students’ perceptions about the advantages and difficulties of written feedback by questioning in writing. This paper draws on the data collected as part of a larger project including questionnaires and focus-group interviews. The findings reveal that students held positive perceptions about the impact of written feedback by questioning in writing, particularly on motivation, writing skills, and attitudes and preferences.

 

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Author Biographies

  • Kha Manh Nguyen, Can Tho University, Vietnam

    Kha Manh Nguyen is a teacher of English at a private school in Can Tho, Vietnam. He completed a bachelor's degree in English Studies in 2016. He is currently an MA student at Can Tho University. His research interests include writing skills and strategies, and teaching methodology. He is also keen on improving the learning experience for EFL students and applying innovative approaches to both young and adult learners.

  • Mai Xuan Le, School of Foreign Languages, Can Tho University, Vietnam

    Mai Xuan Le, Head of the Department of General English and English for Specific Purposes, School of Foreign Languages, Cantho University, Vietnam, obtained her doctorate degree in Education in Australia. Her research interests include English language teaching (ELT), ICT in ELT, teacher education, and teacher professional development.

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Published

2022-08-16

Issue

Vol. 9 No. 8 (2022)

Section

Articles

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