The Effect of Gender, Experience, and Training on Teachers’ Written Corrective Feedback Practices

Abstract

<p><em>This study investigated whether EFL Post-Basic education teachers’ perceptions toward teachers’ practice of written corrective feedback (WCF) varied according to three contextual variables gender, teaching experience, and in-service training on WCF. It also attempted to investigate the challenges teachers encounter when providing WCF. The quantitative data was collected from 156 EFL teachers who were teaching Post-Basic education grades (11-12). The participants were randomly selected from three governorates in Oman: Muscat, Al Batinah South, and Sharqia North. The study showed that the only variable that had an effect on teachers’ perceptions was the number of training workshops/courses received on WCF. It also revealed that teachers perceived the challenge of focusing on all types of errors (content, organisation, and language) simultaneously as the most common difficulty they were experiencing. Some suggested recommendations of the study for the Ministry of Education, EFL teachers, and further studies were finally provided.</em><em></em></p>

Written Corrective Feedback in EFL Context: Contextual and Individual Factors Influencing Students’ Responses

“…For example, some participants said that complete indirect feedback, especially in the form of codes, confused them and consequently neglected the comments. This is in line with Saadat et al (2017) and Al Kharusi et al (2019), who found that if students think that feedback is not informative, they tend to ignore it. This demonstrates that the strategy adopted by instructors in providing WCF could be one of the most significant determinants of how students respond.…”