Tertiary Students’ Perceptions Of Dynamic Written Corrective Feedback In An ESL Classroom In The UAE

Abstract

Although academic writing is a crucial skill for success in education, it often poses a significant challenge for students preparing for academic tests to enter college. Since the 1950s, researchers have explored using corrective feedback in classroom practices as a potential solution.

However, the academic community has been divided: some support corrective feedback in ESL writing tasks, while others question its effectiveness. This ongoing debate has given rise to four critical questions, leading Hartshorn et al. (2010) to develop a framework for investigating the perception of feedback in writing instruction.

Understanding these perspectives is especially important in higher education in the UAE, where many learners in ESL classrooms must develop strong writing skills to meet academic standards.