The practice of teachers’ written corrective feedback as perceived by EFL teachers and supervisors

Fatma Mohamed Al Kharusi, Abdo Mohammed Al-Mekhlafi*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

Abstract

This study investigates EFL Post-Basic education teachers’ and EFL supervisors’ perceptions toward the importance of providing WCF and the practice of WCF including the techniques, focus, and follow-up methods. It attempts to examine the differences between teachers’ and supervisors’ perceptions on teachers’ WCF practices. The data was collected from 156 EFL teachers who were teaching Post-Basic education grades (11-12) and 62 EFL supervisors through using an online questionnaire. The two participant groups (teachers and supervisors) were randomly selected from three governorates in Oman: Muscat, Al Batinah South, and Sharqia North. The study findings reveal that both teachers and supervisors valued the importance of providing WCF on writing errors. The researcher found that EFL Post Basic education teachers commonly used unfocused indirect coded WCF technique. They mainly focused on forms, particularly the grammatical errors. It was also found that they often used one-draft approach after providing WCF. The supervisors’ responses showed that they had similar views on these practices. Thus, there were no statistically significant differences between the perceptions of the two groups regarding teachers’ WCF practices.

Original languageEnglish
Pages (from-to)120-137
Number of pages18
JournalInternational Journal of Higher Education
Volume8
Issue number6
DOIs
Publication statusPublished - 2019

Keywords

  • Direct WCF
  • Focused WCF
  • Follow-up methods
  • Indirect WCF
  • Unfocused WCF
  • Written corrective feedback (WCF)

ASJC Scopus subject areas

  • Education

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