Indonesian Secondary School Students’ Perceptions of Teacher Corrective Feedback in English Language Learning

Abstract

This research aimed to investigate secondary school students’ perspective on teachers’ corrective feedback in English Language Learning, focusing on participants from three academic cohorts in Banjaran, Indonesia. The data were collected through interviews and questionnaires, with a mixed methods approach using embedded analysis. The study examined students’ preferences for feedback delivery modes, challenges in understanding corrections, and their impact of feedback delivery modes, challenges in understanding corrections, and the impact of feedback timing. Key findings revealed a strong preference for direct, immediate feedback, with written corrections valued for clarity and oral feedback for fostering interaction. Different views on online versus offline feedback reflected individual learning contexts, while recurring errors due to insufficient explanations highlighted the need for explicit guidance. The study encourages a balanced feedback approach that includes written corrective guidance with engaging oral interactions, personalized to students’ academic and emotional needs.