EFL Students’ Attitudes Towards Teacher Correction and Peer Correction in Writing Skills

Abstract

The purpose of this study was to (1) find out the attitudes of non-English speaking students at Tra Vinh University towards error correction in writing skills, including teacher and peer correction, and (2) discover their perspectives on the benefits and drawbacks of both types of corrective feedback. A questionnaire with 25 items and an interview with two questions about the chosen research topic was used to gather the data for this study. 13 non-English-speaking students with majors in Vietnamese literature and Accounting were the primary participants in this study at Tra Vinh University. The findings indicated that the majority of participants highly appreciated teacher correction. Nevertheless, peer correction was also preferred by some participants. This meant that the participants’ attitudes towards teacher and peer correction varied significantly, which gave a wide range of thorough insights for further studies in this area.