Investigation of EFL Teachers’ practices and perceptions of written corrective feedback in their writing classrooms: A Case Study at the Faculty of Arts, University of Zawia
DOI:
https://doi.org/10.65405/db50g070Keywords:
Written Corrective Feedback, EFL Teachers, Writing Instruction, Teachers' Perceptions, Direct and Indirect Feedback.Abstract
This study investigates the practices and perceptions of written corrective feedback (WCF) among teachers of English as a Foreign Language (EFL), with specific emphasis on the context of teaching writing. It further explores these teachers' perceptions regarding the efficacy of such feedback. The research was conducted in the English Department, Faculty of Arts, University of Zawia. To achieve these aims, the study employed two data collection instruments: a questionnaire distributed to thirty-five teachers to examine their perceptions of various types of written corrective feedback, and an analysis of corrected writing assignments collected from fourteen students to investigate teachers' actual feedback practices. The findings revealed that teachers recognize the value of written corrective feedback in enhancing writing skills across several dimensions, including grammar, vocabulary, and mechanics. However, they face challenges related to time constraints and workload, which negatively affect their ability to provide effective feedback. The document analysis indicated that teachers predominantly use a combination of direct and indirect corrective feedback, with indirect feedback being more frequent, and that feedback often focused on identifying errors rather than using coded feedback. Moreover, the study revealed a significant mismatch between teachers' perceptions of written corrective feedback and their actual practices. In light of these findings, several recommendations are proposed to enhance the effectiveness of written corrective feedback in EFL contexts.
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