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

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Abstract

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.
Original languageEnglish
Article numberISSN 2372-9740 (Print) ISSN 2329-311X (Online)
JournalThe Effect of Gender, Experience, and Training on Teachers’ Written Corrective Feedback Practices
Volume7
Issue number1
Publication statusPublished - 2019

Keywords

  • Written corrective feedback (WCF), gender, teaching experience, in-service training, challenge

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