The Practice of Teachers’ Written Corrective Feedback as Perceived by EFL Teachers and Supervisors

Kharusi, Fatma Mohamed Al; Al-Mekhlafi, Abdo Mohammed

doi:10.5430/ijhe.v8n6p120

Cited by 3 publications

(3 citation statements)

References 41 publications

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“…This result is consistent with the findings of Junqueira and Payant's (2015) study, in which participants believed in the importance of WF modes on errors related to organisation and content. In other studies (Al Kharusi & Al-Mekhlafi, 2019;Sakrak-Ekin & Balçikanli, 2019;Zaman et al, 2012), many of the respondents also agreed with the efficacy of WCF and perceived it as vital in developing students' writing. Similarly, Purnomo et al (2021) and Sakrak-Ekin and Zaman et al, 2012) also discovered that providing feedback on form, language use, content, organisation, and mechanics based on different WF modes appears to be crucial to teachers.…”

Section: Efl Instructors' Perceptions Of Product-and Process-based Wfmentioning

confidence: 69%

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Moroccan EFL Public University Instructors’ Perceptions and Self-Reported Practices of Written Feedback

Mamad¹,

Vígh²

2022

JLE

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Background. Since the 1990s, teachers’ written corrective feedback (WCF) has been recognized as vital in addressing linguistic issues or product aspects of writing. However, it is necessary to go beyond error correction and focus on written feedback (WF) that concerns other areas of process writing. Still, teachers’ thinking on these issues is often an under-explored area. Purpose. This study aimed to explore EFL instructors’ perceptions and their self-reported practices of product- and process-based WF in the writing context of tertiary education. Methods. The exploratory quantitative study collected data from 51 Moroccan EFL writing instructors through a self-developed questionnaire. The questionnaire items regarding perceptions and self-reported practices were valid and acceptable for factor analysis of nine subscales covering the features of product- and process-based WF, and all of them proved to be reliable. This structure allowed several comparisons during data analysis. Results. Concerning product-oriented WF, participants perceived applying WCF and WF modes on the written text as important techniques. As part of process-based WF, most of them highly valued effective WF modes in the writing process. Regarding their self-reported practices of product-based WF, instructors stated that they often employed WF modes on the written text. Within the process-based WF, they reported using judgemental feedback and effective WF modes as their most frequent practices. The comparisons between perceptions and self-reported practices showed mismatches in four subscales, including WCF, content-based WF related to macroaspects of writing, developing evaluative judgement, and effective WF modes in the writing process. Thus, instructors admitted the importance of WF in these areas although they acknowledged applying their practices less frequently. Conclusions. This study verified the psychometric properties of a self-constructed questionnaire, which was justified to be appropriate to explore teachers’ perceptions and self-reported practices regarding WF. The results obtained from the different subscales support the effectiveness of WCF and allow the exploration of a new conceptualisation of WF as a process.

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Section: Efl Instructors' Perceptions Of Product-and Process-based Wfmentioning

confidence: 69%

“…| Research ArticleBalçikanli (2019) found that most involved teachers viewed the provisions of WCF as valuable because they were easy to follow and understand. Other researchers (AlKharusi & Al-Mekhlafi, 2019;Alshahrani & Storch, 2014;Liu & Wu, 2019; …”

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confidence: 99%

Moroccan EFL Public University Instructors’ Perceptions and Self-Reported Practices of Written Feedback

Mamad¹,

Vígh²

2022

JLE

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“…The beliefs held by teachers regarding the significance of guiding students in enhancing their writing skills by identifying and rectifying any imperfections in their papers may shape the diverse feedback methodologies they employ (Kharusi & Al-Mekhlafi, 2019). As supported by Lee (2005), who draws upon his own research and other relevant studies, comprehending the underlying beliefs that drive teachers' instructional practices can aid in pinpointing the factors contributing to effective feedback.…”

Section: Teachers' Belief and Practices Of Written Corrective Feedbac...mentioning

confidence: 99%

Written Corrective Feedback in the ESL Classroom: A Systematic Analysis of Teachers' Beliefs, Students' Perceptions, and Preferences

Adzhar,

Sazalli

2024

IJARPED

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This comprehensive systematic literature review delves into the educators' beliefs, the students' perceptions, and their preferences concerning written corrective feedback. Encompassing the timeframe from 2020 to 2022, this inquiry consolidates insights from 14 scholarly articles, aiming to furnish a nuanced understanding of the application and consequences of employing written corrective feedback. In alignment with educators' beliefs, there is a consistent emphasis on the positive impact of delivering purposeful and attentive feedback on students' writing proficiency. Teachers demonstrate adaptability by incorporating both direct and indirect feedback and prioritizing constructive and motivational approaches. Conversely, English as a Second Language (ESL) students widely regard written corrective feedback as a pivotal tool for refining their writing skills, especially when it entails immediate feedback on grammatical corrections. These students attribute significant importance to the technical aspects of writing, expressing a preference for corrections of grammatical errors and prompt responses. Nevertheless, some students seek guidance and clarification from teachers when the feedback remains ambiguous. Leveraging data from the SCOPUS database, this research posits that future inquiries could derive benefits from exploring alternative primary and secondary sources. Ultimately, this review contributes to an enriched comprehension of the intricacies of written corrective feedback within the ESL classroom.

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Effectiveness of Using Digital Feedback on EFL Student Writing Skills

Hojeij

Ayber

2022

International Journal of Computer-Assisted Language Learning and Teaching

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This research study investigated the effects of digital feedback on EFL students’ writings in ubiquitous learning. Feedback on students’ writings, especially at university level, must be constructive to enhance their overall academic writing skills and requires purposeful planning. . In this study, teachers created digital screen-recorded feedback to deliver individualized oral feedback to the students. Findings of this study explore the impact of digital feedback on improving the quality of academic writing for EFL undergraduate female learners. Data collected showed that using digital feedback created a positive and active learning environment and promoted learner autonomy. This digital platform also allowed learning to be continuous and ubiquitous. The results present several practical pedagogical implications and suggestions for future research.

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The Practice of Teachers’ Written Corrective Feedback as Perceived by EFL Teachers and Supervisors

Cited by 3 publications

References 41 publications

Moroccan EFL Public University Instructors’ Perceptions and Self-Reported Practices of Written Feedback

Moroccan EFL Public University Instructors’ Perceptions and Self-Reported Practices of Written Feedback

Written Corrective Feedback in the ESL Classroom: A Systematic Analysis of Teachers' Beliefs, Students' Perceptions, and Preferences

Effectiveness of Using Digital Feedback on EFL Student Writing Skills

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