Kha Manh Nguyen, Mai Xuan Le


This paper reports a descriptive study to enquire into English as a Foreign Language (EFL) secondary and high school (K-12) students’ perceptions about the advantages and difficulties of written feedback by questioning in writing. This paper draws on the data collected as part of a larger project including questionnaires and focus-group interviews. The findings reveal that students held positive perceptions about the impact of written feedback by questioning in writing, particularly on motivation, writing skills, and attitudes and preferences.


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EFL K-12 students, perceptions, written feedback by questioning, writing, Vietnam

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DOI: http://dx.doi.org/10.46827/ejes.v9i8.4408


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