Cultural influences on students’ perceptions of written feedback in l2 writing

Abstrak / Ringkasan

The influence of students’ culturally constructed view of the feedback process is a significant topic of discussion in studies about feedback in L2 writing. Research has shown that hierarchical relationship cultures and face-saving strategies have significant influence on students’ perceptions of feedback process in L2 writing, particularly in Asian societies. Aiming to investigate whether these findings resonate in Indonesian EFL context, this qualitative study collected data through writing drafts, reflective journals, questionnaires and interviews with seven students who took an after-class writing course. Findings showed that students found teacher feedback more valuable than peer feedback, which indicated the influence of hierarchical culture. However, they were not concerned about practicing face-saving strategies to maintain group harmony and cohesion, which is quite common to find in other Asian societies. This study suggested that cultural influences, particularly face-saving strategies do not have as much influence on Indonesian EFL students’ perceptions of written feedback in L2 writing as those in other Asian EFL students.

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