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All Journal PREMISE: Journal of English Education and Applied Linguistics Journal of Language and Pragmatics Studies
Alfayed, Affied
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Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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TEACHER CORRECTIVE FEEDBACK IN TEACHING DESCRIPTIVE TEXT WRITING OF ENGLISH FOR SPECIFIC PURPOSES: A CASE STUDY Alfayed, Affied; Hartiningsih, Sri; Hamdani, Muhammad Fadhil
Premise: Journal of English Education and Applied Linguistics Vol 13, No 3 (2024): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v13i3.10128

Abstract

The demand for vocational education in Indonesia is rising due to the evolving and fiercely competitive job market. English teachers are required to be able to improve students' English skills for specific purposes, mainly writing skills. Few studies have investigated how teachers provide corrective feedback on students' writing in English for Specific Purposes (ESP) settings. Therefore, this study investigates teachers' practice of corrective feedback and the rationale behind the practice in ESP settings. This research used a case study method on an English teacher in a secondary vocational school. Interviews, classroom observations, and documentation of student writing were used to collect data. The findings revealed that the teacher practiced oral corrective feedback when teaching the writing of a product description text. The oral corrective feedback strategies the teacher practices include explicit correction, metalinguistic correction, and recast. Additionally, the reason behind the practice is based on the teacher's teaching experience and personal beliefs. This study implies that teachers should consider students' developmental levels, linguistic needs, and feelings when using oral corrective feedback in ESP.
Exploring teachers’ corrective feedback strategies in English for specific purposes (ESP) descriptive text writing Alfayed, Affied; Hartiningsih, Sri; Hamdani, Muhammad Fadhil
Journal of Language and Pragmatics Studies Vol. 4 No. 1 (2025): April 2025
Publisher : Yayasan Mitra Persada Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58881/jlps.v4i1.48

Abstract

The growing demand for vocational education in Indonesia is driven by an increasingly competitive job market, requiring students to develop specialized skills, including proficiency in English for Specific Purposes (ESP). English teachers play a crucial role in enhancing students’ writing abilities, particularly in crafting descriptive texts relevant to their fields of study. However, limited research has explored how teachers provide corrective feedback in ESP writing instruction. This study investigates the corrective feedback strategies employed by an English teacher in a vocational school when teaching descriptive text writing. It also examines the rationale behind the teacher’s feedback practices. A qualitative case study approach was used, with data collected through interviews, classroom observations, and an analysis of students' written assignments. The findings indicate that the teacher primarily utilized oral corrective feedback during writing instruction, focusing on product description texts. The feedback strategies included explicit correction, metalinguistic feedback, and recasts. Explicit correction involved directly pointing out errors and providing correct alternatives, while metalinguistic feedback prompted students to self-correct by offering linguistic explanations. Recasts, on the other hand, involved reformulating students' erroneous statements in a more accurate form. The study further revealed that the teacher’s feedback approach was influenced by personal teaching experience and beliefs about effective language instruction. These findings highlight the importance of oral corrective feedback in improving students’ writing skills in ESP contexts. They suggest that teachers should adopt varied feedback strategies tailored to students’ needs to enhance learning outcomes. Future research could explore the long-term effects of different corrective feedback methods on students' writing development in vocational education settings.
Co-Authors Hamdani, Muhammad Fadhil Sri Hartiningsih