Undergraduate Students’ Perception of Written Corrective Feedback in Thesis Proposal Writing Coursework

Abstract

This survey study aims to identify EFL undergraduate students' perception of the practice of written corrective feedback (WCF) during their undergraduate thesis process. 60 students enrolling in Thesis Proposal Writing coursework agreed to participate in this study. This study used a 31-item questionnaire adapted from Marrs' (2016) Perceptions of Writing Feedback Scale (PoWF) questionnaire which describes four aspects: views/expectations of feedback, experiences with feedback, usefulness/value of feedback, and affect/emotions associated with feedback. The result of the mean score of the items indicates that students' perception is generally positive. The participants perceived written corrective feedback as important in their writing.They also perceived that even though they have a good score, feedback is still meaningful. They value writing feedback and perceive it useful to help them to be better with their writing. Finally, in terms of affect and emotions associated with writing feedback, the findings revealed that the participants felt happy and confident when they are given writing feedback in their undergraduate thesis proposal draft. For further research, the researchers recommend further investigation into the relationship between students' self-efficacy in writing and their perception of writing feedback.