Students’ reactions to teacher written feedback in their compositions at An Giang University, Vietnam

Abstract

This research looks at students’ reactions to teacher written feedback in their writing at writing classes of the second year, in the School of Education, An Giang University, Vietnam. Interview and questionnaires were used to collect data. The findings indicate that the teachers’ written feedback is legible, understandable and useful. In addition, most of the students desire their teachers to resort to correction codes because they are able to understand them. The students also have some preferences for feedback regarding the types of feedback including grades, error feedback and written comments. Finally, this study also gives some suggestions to help students play an active role in error correction in their writing.