Corrective Feedback in Students’ Narrative Writing: A Narrative Inquiry of Teacher’s Pratices and Students’ Experiences

Abstract

This study aimed to explore how the teacher implements corrective feedback in teaching narrative writing and investigate students’ responses regarding corrective feedback in narrative writing. This study addresses the contextual and conceptual gap by exploring teacher corrective feedback practices and students’ experiences to provide a more comprehensive understanding of how corrective feedback is implemented and experienced. Likewise, the study employed a qualitative approach with a narrative inquiry design to provide narrative stories as primary data sources from participants about their life experiences. Since the focus was on how the teacher’s practices and students’ experiences regarding the corrective feedback in narrative writing hence the participants were one English teacher and four eighth-grade students at a Modern Islamic Boarding School in Indonesia. Data were collected through teacher and students reflective journal and semi-structured interviews further analysed thematically. The findings showed teacher practiced synchronous and asynchronous mode of delivery, moderate level of explicitness, focus of Improvement on grammar and sentence structure, guided writing as structural approach, drafting and revising as process approach, and teacher-student engagement as post-process approach. Generally, the main corrective feedback was direct and indirect correction on grammar and structure of writing. Specifically, the students perceived corrective feedback is helpful in developing their narrative writing and support their confidence in narrative writing. This study highlights that corrective feedback is a contextual and interactive process that supports students’ narrative writing preparation and process.