Cares (Challenges, Adeptness, Reception, Effectiveness, And Satisfaction) in Correction: Written Corrective Feedback in College Students’ ESL Writing

This descriptive study explored college students’ perceptions of written corrective feedback (WCF) and its effects on their writing. CARES, spelt out in the domains such as Challenges, Adeptness, Reception, Effectiveness, and Satisfaction were differentiated upon surveying the freshmen college students under the college of education in a provincial HEI. The research investigated students’ preferences for WCF strategies. Descriptive statistical data revealed that there are no significant differences in the students’ perceptions on written corrective feedback when classified according to specialization as categorized to Challenges (F=.412, p=<0.799); Adeptness (F=2.425, p=<0.56); Reception (Affective Domain) (F= 1.478, p=<0.218); Reception (Revision) (F= 1.226, p=<0.328); Effectiveness (Benefits) (F= 1.389, p=<0.247); Satisfaction (Source of Correction) (F= 1.170, p=<0.332); and Satisfaction (Extent of Correction) (F= 1.292, p=<0.282). It was notable however, that a significant difference was on the reception of the ink when providing WCF (F= 2.541, p=>0.047), a minor difference, that could be attributed to the consideration of the ink or color to be used when providing WCF on students’ written work. Results in the survey on perceptions imply that students tend to show a positive attitude towards written corrective feedback, with the non-significance in the differences among groups of specialization attributed to their intrinsic and integrative motivations. The study’s findings provide insights into students’ attitudes towards WCF and its role in enhancing their writing skills. The research also sheds light on the effectiveness of different WCF strategies and the importance of tailored feedback practices to support students’ language learning and error correction. The study’s recommendations include the need for continuous training to improve students’ writing skills, the importance of using corrective feedback to develop students’ written competence, and the value of future research to further explore the impact of WCF on students’ writing. The study’s findings have significant implications for language education and assessment, providing valuable insights into the role of WCF in supporting students’ language learning and writing improvement.