Examining Factors in Thai EFL Learners’ Receptivity to Corrective Feedback in Writing Through Factor Analysis
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Abstract
This study aimed to explore the factors in Thai EFL learners’ receptivity to corrective feedback (CF) in writing. The study employed a questionnaire based on previous literature, which was sent out to 1,000 Thai EFL students. The factors determined from the data were analyzed through exploratory factor analysis (EFA) and confirmatory factor analysis (CFA), with the KMO measure of sampling adequacy being very high (0.947) and Bartlett’s test for sphericity confirming the significance of the results (p < .000). The analysis revealed seven factors in students’ receptivity to CF in writing: self-regulated feedback engagement (SRFE), comprehensive feedback expectation (CFE), contextual feedback preference (CFP), peer feedback acceptance (PFA), affective feedback sensitivity (AFS), feedback usability preference (FUP), and feedback application awareness (FAA). The CFA confirmed that the proposed seven-factor model demonstrated an acceptable fit to the empirical data (χ² = 2250.855, df = 807, CMIN/DF = 2.789, RMSEA = 0.067, CFI = 0.853, GFI = 0.801, AGFI = 0.756, RMR = 0.027), indicating a theoretically sound and statistically valid structure. These findings indicate that EFL learners respond to CF through multiple interrelated dimensions shaped by their self-regulatory capacity, affective sensitivity, cultural orientation, and usability preferences. The study concludes with a discussion of theoretical implications, pedagogical applications, and directions for future research.
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