A Comparative Study of EFL Teachers' and Intermediate High School Students' Perceptions of Written Corrective Feedback on Grammatical Errors #2

Aye aye people!
This time, I'd like to continue my review about the journal that I have been reading for this last few days.

Since I have introduced the journal in the previous post, now I'd like to review about the literature review or in this article, the author called it as A Review of the Related Studies.

This part is commonly contains about the statement from many researchers. The points of this part of journal are:

1. There are some mismatch in students' and teachers' perception about the corrective feedback.
2. Meanwhile, most of L2 writing teachers were not really care about the students' needs and opinions about corrective feedback.
3. The analysis revealed various differences between teachers' and students' preferences for error correction as well as differences in beliefs among teachers themselves.
4. To improve the effectiveness of corrective feedback in writing class, it is important to include the specify teachers' and students' reasons behind their perception about the correct grammar.

 Those are the points that I could get from this part.

So, that's all from this literature review of the journal. I will continue this work on the next week.

See ya!

A Comparative Study of EFL Teachers' and Intermediate High School Students' Perceptions of Written Corrective Feedback on Grammatical Errors #1

Hello folks! Here I am, again, with a new journal to review. Just like the previous journal, this  journal is still about grammar.

The title of this journal I would like to review is A Comparative Study of EFL Teachers' and Intermediate High School Students' Perceptions of Written Corrective Feedback on Grammatical Errors.

A pretty long title, isn't it? LOL. But, it was quite interesting because it was talking about whether is it necessary to investigate the effectiveness of corrective feedback over the grammar errors on students' written. This journal is also talks about how important to look at teachers' and students' perceptions of corrective feedback.
The researcher stated that in the case of written corrective feedback, teachers are believed that they have the responsibility for selecting the appropriate way of providing this kind of feedback. While if both students and teachers share each others ideas about it, the corrective feedback will be more productive.
Because the subjects of this research are teachers' and high school students' perceptions, this study was intended to compare EFL teachers' and intermediate high school students' perceptions of written corrective feedback on grammatical errors and also specify their reasons for choosing comprehensive or selective feedback and some types of feedback strategy over some others.

That's all from the overview of this journal. Hope you guys could learn from this.
See ya guys on the next week with a new chapter of this journal!
I'm signing out!

Strategies for Better Learning of English Grammar: Chinese vs Thais Part 4

Hello everyone, it's me again. I'd like to continue discussing about my next part of Journal I have read for these past few weeks. Anyway, we've come to the latest part of the journal, conclusion.

Let's get started!

There are 2 major points in the conclusion,

1.    Major Findings.

In this part, the researchers talked about the result from the research they had done.

·      In term of social and affective strategy categories, the Thais were highly better than the Chinese, specifically in terms of teachers and better learners for grammar learning methods and self-encouragement and relaxation.

·      In the cognitive and memory, the Thais preferred to use tables to learn new grammar rules, and the Chinese preferred note taking. And in the memory strategies, the Thais relied on mental images to retain their grammar knowledge, while the Chinese depended more on the revision.

·      And in the metacognitive category, it showed that the Thais made a highly more frequent access to the receptive skills to learn new grammar rules, while the Chinese made more effort on the lesson preview.

2.    Implications

One of the implication from the researchers is grammar learning strategies recommendations.

There are 4 grammar learning strategies we could apply to develop our grammar based on the results of this study.

a)    The metacognitive strategies, reinforcing knowledge of the grammar rules through both the receptive and the productive skills, also monitoring our mistakes.

b)   The memory strategies, to remember the rules of grammar, we can use the mind-mapping and the mental image techniques.

c)    The social strategies, learning how to learn grammar from teachers and better learners.

d) The cognitive strategies, try to understand English grammar through the comparison with L1 and summarize the acquired grammar knowledge in tables or diagrams.

Well, the suggestions are quite simple, right?

I hope it would help you guys in learning grammar.

Aye aye! Since that’s the last part of this journal, it’s time to say good bye! 

See y’all in my next project!