| dc.description.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. | en_US |
