<p style="text-align: justify;">This study focuses on online supervisory written feedback on PhD supervisees’ performance, given explicitly through online communication, particularly during the first wave of COVID-19. This unusual situation has brought many different effects on students’ academic lives. This scenario has influenced both students’ and teachers’ mutual communication. A directed qualitative content analysis (DQCA) approach was adapted from previous research and modified for the present context. The current study planned to bring forth the supervisee and supervisors’ perception of the communication and feedback process, considering that online feedback and communication has been a new experience for most students. According to the findings, teachers/supervisors give feedback on students’ production, whereas teacher-student communication also seemed crucial for the performance improvising of learners. The result brought forth a wide range of social, educational, and surprisingly psychological issues both supervisees and supervisors faced during online communication during COVID-19.</p>

In the contemporary English language classroom, technology keeps an important role to support language learning. The present research focuses only on the tools, i.e., Smart Boards, tablets/laptops, and LMS (online learning management system), which English language teachers utilize in their class at the level of English Preparatory School, BS and Master in the Turkish Republic of Northern Cyprus (TRNC). Moreover, the present qualitative and observational research examines the role of technology, which is utilized at the English Preparatory School in Cyprus International University to teach English to the learners who learn English as a Second Language. For the present research, the researchers collect the data through 2 interviews of the teachers who teach at Cyprus International University (CIU) and from an in-depth literature review. Through the findings of the present research, the researchers observe that: a) all the teachers in TRNC utilize technology, i.e., Smart Boards, tablets and LMS during the teaching of English language and English subjects, i.e., Multimedia (only for PowerPoint presentations); b) in TRNC, the technology helps the English Language Learners (ELLs) to enhance their language skills and make them independent language learners; c) in TRNC, teachers, and students who utilize technology in language learning process face technical challenges due to lack of knowledge or less familiarity with the technology. Hence, the present research would explore the pros and cons of technology and intends the knowledge of a teacher who would take an interest in teaching language through technology.

Data Collection Instruments and Data AnalysisData were collected qualitatively using interviews via two sets (teachers and students) of open-ended questions. During the interviews and the main questions, prompt questions were also asked as to better address the issue under investigation. The collected data were analyzed following specific steps: First, the data were transcribed. Next, the transcribed data were read several times, and they were categorized under themes. Then, they were re-read, and final categorizations under each theme were decided. Finally, the data saturation was estimated, achieving thematic saturation (Lowe et al., 2018).

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Written corrective feedback (WCF) in enhancing writing proficiency has been the subject of numerous studies, but few studies have examined students’ perceptions about the value of feedback on their written errors. Language teachers use global tools and techniques to give students feedback on their written work. How feedback is delivered and received by students is valued differently. The current study concentrated on how students interpret written corrective feedback and which WCF tactics they favor in writing classrooms. To examine these objectives empirically, the researchers employed a self-administered questionnaire to collect data from 180 participants from a high secondary school in Multan, Pakistan. At the same time, 40 participants were interviewed for their opinions about written corrective feedback (WCF). Some participants expressed concerns about ambiguous feedback that confuses them about their errors, whereas most participants favored the feedback process as beneficial. The most preferred strategies were meta-linguistic explanation and direct written corrective feedback that facilitated writing proficiency and language knowledge. Overall, WCF guides errors to avoid and how to adapt their writing style for composing compelling manuscripts.