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>
Highlights
Writing is one of the most complex and challenging skills for learners of English as a foreign language (EFL) and second language (ESL)
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
Findings and Discussion This study investigated two main research questions, namely: how EFL teachers’ perceptions about WCF vary according to a set of demographic variables such as gender, teaching experience and the in-service training received on WCF (Q1); and, what the difficulties encountered by teachers when providing WCF are, from the viewpoint of both the teachers themselves and the supervisors (Q2)
Summary
Writing is one of the most complex and challenging skills for learners of English as a foreign language (EFL) and second language (ESL). The most common writing problems that Arab EFL learners face are a lack of linguistic proficiency, organization problems, cohesion and coherence problems, limited vocabulary and ideas, and L1 interference (Rass, 2015; Trabelsi, 2015). In Oman, Trabelsi (2015) conducted a study to evaluate the performance of General Foundation Program students in writing and specified the main writing problems that make it difficult for them to improve their writing abilities He found out that when students first joined the foundation program, their level of writing was so low that they expected not to be able to construct well-written pieces of writing with meaningful and grammatically correct sentences. The evidence from research is that students who receive written corrective feedback from their writing teachers have better writing performance compared to those who do not (for example Chandler, 2003; Bitchener, 2008; Bitchener & Knoch, 2008)
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
