Most students preferred receiving corrective feedback online via email, with ease of submission and time saving the leading reasons¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2013 · checked against its sources 2026-11-02 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? 78.57% of students preferred receiving online corrective feedback, and 63.6% of those asked said it was easier to submit and get feedback, with 45.5% citing ease of use and time saving. → Yoke et al. 2013

Evidence¶

Yoke et al. 2013¶

Soo Kum Yoke, Cecilia Bai Rajendran, Noridah Sain, Puteri Nur Hidayah Kamaludin, Sofwah Md Nawi & Suhaili Mohd Yusof. (2013). The Use of Online Corrective Feedback in Academic Writing by L1 Malay Learners. English Language Teaching, 6(12). https://doi.org/10.5539/elt.v6n12p175

q2 · i? · causal · r1

Informal interviews with selected students from the experimental study, reported in Figure 1 and Table 3. The article prints the preference percentage and reasons including "Easier to submit and get feedback 63.6" and "Time saving 45.5"; no effect size applies.

"The informal interviews supported the views that the students were more interested in receiving online corrective feedbacks via e-mail. In figure 1, it has been found that 78.57% of the students pr eferred receiving the online corrective feedback."

Discussion¶

Related Claims¶

• Tertiary L1 Malay learners given online corrective feedback via email outperformed the conventional corrective feedback control group on the final draft — related
• Learners prefer receiving corrective feedback more than teachers feel they should provide it — a broader claim this one bears on
• Reported benefits of asynchronous e-learning include cost-effectiveness, self-paced learning, flexibility, and immediate feedback — related
• Students who preferred human tutor feedback cited face-to-face interaction, engagement, follow-up questions, and speaking practice — related