Perceptions and Preferences of ESL Students Regarding the Effectiveness of Corrective Feedback in Libyan Secondary Schools

Abstract

This study investigates the perceptions and preferences of ESL learners in Libyan secondary schools, regarding the corrective feedback. The results are based on the analysis of the responses to 120 questionnaires administered to the students. It confirms the positive value of corrective feedback, which the body of existing research literature in the field states, and also reveals and provides evidence to the fact that the learners quite often feel offended or embarrassed, particularly in teacher-fronted classes, when the corrective feedback is given in the presence of their peers. And it is, however, also not decisively clear whether the corrective feedback should be given immediately after the error is detected or after the students have finished their tasks. The study also reveals that often, the learners do not receive their expected feedback