Abstract:
This study aims to ascertain the efficacy of the teachers' written corrective feedback in the new normal through the responses of the selected grade 10 students. Corrective feedback is viewed as an indication to the learner that his/her use of the target language is incorrect. The investigation is centered on identifying and analyzing the students' attitude on the written corrective feedback given to their outputs. It also includes determining the common forms of written corrective feedback and how students are affected of the correction they receive. As a qualitative research, interviews and document analysis techniques were utilized to observe the responses of the eleven Grade 10 students who were chosen randomly. The results showed that the most common Written Corrective Feedback students received are focused on grammar correction. Majority of the participants showed positive attitude towards those written corrective feedback. It was concluded that students are most likely to receive grammar correction and they have positive perception towards it. The participants were also looking forward to some writing conferences online, because they believe that this conference will help them understand the WCF clearly. There is a strong possibility that grammar correction and direct CF are effective strategies in checking students written outputs. Considering the positive effects of WCF, it is suggested that teachers should continue to give corrective feedbacks towards students' narratives but should also find time to discuss the corrections made to minimize or prevent the recurrence of the same mistakes on the students' outputs.
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