Abstract
Based on a mixed-method approach, this interpretive exploratory case study aimed to identify English as Foreign Language (EFL) teachers’ perceptions and practices in Written Corrective Feedback (WCF) in the Saudi context. The study analysed quantitative data gathered from an anonymous custom designed 15-question online survey and qualitative data from an open-ended question (at the end of the online survey) and semi-structured interviews. Participants were one hundred and eighty-four English as a Foreign Language (EFL) teachers ( n =184) who responded to the online survey (113 females and 71 males) and 7 participants who responded to the semi-structured interview (5 males and 2 females). The study findings indicated no significant differences between male and female teachers in considering “time” as the main factor in following a particular strategy for written corrective feedback (93%). The results from the semi-structured interviews highlighted the need for further research in written corrective feedback in the Saudi context to address serious issues related to the teachers’ work-load. Some recommendations were identified for further research in written corrective feedback.
Highlights
Written corrective feedback (WCF) is considered one of the most important tasks that writing teachers can provide for their students (Ferris 2006)
Participants were one hundred and eighty-four English as a Foreign Language (EFL) teachers (n =184) who responded to the online survey (113 females and 71 males) and 7 participants who responded to the semi-structured interview (5 males and 2 females)
The survey was followed by 10 semi-structured interviews with male and female English as Foreign Language (EFL) teachers in Saudi Arabia
Summary
Written corrective feedback (WCF) is considered one of the most important tasks that writing teachers can provide for their students (Ferris 2006). In the Saudi context, research in the corrective feedback field has been hitherto neglected and scarce. Many teachers view research as unrelated to their work environment and often perceive that others’ research findings are inapplicable to their own particular classroom settings (Mackey & Gass 2005). Bailey (2001) concurs, noting that “By reading or hearing accounts of other people’s research, [teachers] can get new ideas for teaching and for their investigations, as well as becoming better connected with their profession at large” Wallace (1991) argues that reflective teaching provides an opportunity for the development of professional competence by combining two prime sources of knowledge in practice: received and experiential knowledge
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