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Ever since Truscott (1996) commented on the use of written corrective feedback (CF), there has been a growing interest in this field of study. Unfortunately, despite the number of researches done in this field, most of them has only focused on the pedagogical and fundamental aspects. Very few researches looked at students’ perception of written CF. This paper investigates the perspectives of Taylor’s University Lakeside Campus Intensive English Program (IEN) students on Corrective Feedback in their writing class. This study was conducted using a quantitative approach and used T-test to test the hypotheses. The results of this study shed light on the impact of CF in second language acquisition (SLA).

Examining Taylor’s Center for Languages IEN Students’ Perspectives on the Usefulness of Corrective Feedback in Writing Class