Students’ beliefs about written corrective feedback in two foreign language contexts

Roothooft, Hanne ^[1] ; Bueno-Alastuey, M. Camino ^[1]
1. [1] Universidad Pública de Navarra
  
  Universidad Pública de Navarra
  
  Pamplona, España
Localización: Language awareness, ISSN 0965-8416, Vol. 35, Nº. 2, 2026, págs. 511-531
Idioma: inglés
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Resumen
- While there is a large body of research supporting the effectiveness of written corrective feedback (WCF), few studies have investigated learners’ beliefs about WCF, even though beliefs can impact on WCF effectiveness. Moreover, very few studies have focused on learners from different contexts, studying different target languages. To fill this gap, the present study administered questionnaires to two groups of university students: Spanish as a foreign language learners in the US, and English as a foreign language learners in Spain. It was found that learners from both groups shared certain beliefs, such as a wish to receive comprehensive WCF, a preference for WCF on linguistic rather than organisational errors, and more positive views about teacher feedback in comparison with peer feedback. At the same time, several differences were identified. Spanish students preferred indirect types of WCF, whereas American students rated direct WCF types higher. Spanish students were also more positive about peer feedback, but at the same time they more often reported some negative feelings such as demotivation when receiving WCF. This study indicates that beliefs about WCF may be context specific, but more research is needed to uncover the reasons behind the observed differences.