| dc.description.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 | en_US |
