Bulletin of the Graduate School of Education, Hiroshima University. Part. II, Arts and science education Issue 68
2019-12-20 発行

Indonesian English Teachers’ Beliefs on Self-Written Corrective Feedback

Elfi yanto, Sonny
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abstract
The aims of this study are to investigate the Indonesian senior high school English teachers’ beliefs regarding the use of self-written corrective feedback in teaching English writing, and to know if their beliefs affect their practices in classes. The data were collected through one-on-one semi-structured interviews with eighteen English teachers in senior high schools in Indonesia. They were asked to answer eight questions regarding their beliefs on self-written corrective feedback and the practices in classrooms. The results showed that the Indonesian senior high school English teachers had different ideas concerning the effectiveness of self-written corrective feedback, and their practices tended to vary considerably according to their beliefs and situation. The findings also advise that Indonesian English teachers may not be mindful of the usefulness of self-written corrective feedback for their students. Thus, it is necessary to train Indonesian senior high school English teachers about the implementation of self-written corrective feedback activities in their writing classrooms. Further research should examine the Indonesian senior high school students’ beliefs regarding the application of self-WCF in their classes.
subject
self-written corrective feedback
teachers’ beliefs
teaching practices
English writing