Students’ Attitudes and Perceptions of Teachers’ Written Corrective Feedback in Undergraduate Thesis Wriring

Written Corrective Feedback (WCF) plays a crucial role in guiding students to improve the quality of their academic writing, particularly in undergraduate thesis development. This study explores students’ attitudes and perceptions toward WCF provided by lecturers during the thesis writing process. Specifically, it aims to identify the most commonly used types of WCF, examine students’ attitudes toward WCF delivered both manually and digitally, and investigate students’ perceptions of its effectiveness in improving thesis quality. Employing a mixed-method approach with a sequential explanatory design, data were collected through questionnaires distributed to 110 English Education students at Yogyakarta State University and follow-up interviews with four purposively selected participants. Quantitative data were analyzed using descriptive statistics, while qualitative data were analyzed through Miles and Huberman’s interactive model. The findings indicate that students generally had positive attitudes toward WCF, valuing its clarity and usefulness in identifying grammatical errors, structuring arguments, and citing references. Both manual and digital forms of feedback were perceived as helpful, depending on clarity and relevance. The study highlights the pedagogical significance of clear, structured WCF in supporting students’ academic writing development and suggests the need for more effective feedback strategies in thesis supervision

CLARITY · Corrective Feedback · Higher education · Perception · Qualitative property · Qualitative research · EFL/ESL Teaching and Learning · Reflective Practices in Education · Student Assessment and Feedback