Iraqi Kurdistan teachers' views and attitudes towards written corrective feedback in EFL writing
Date
2023
Journal Title
Journal ISSN
Volume Title
Abstract
Written corrective feedback (WCF) in English as a foreign/second language (EFL/ESL) teaching and learning is one of the most controversial topics among researchers and teachers. Several researchers have debated and investigated its influences and effects on student learning (e.g., Ferris, 1999, 2003, 2004; Truscott, 1996), and different types of feedback have proven to be effective in improving writing skills (Bitchener & Knoch, 2010; Lee, 2004; Lee et al., 2021). Teachers provide WCF to their students in hopes that their students will benefit from it (Bitchener, 2012). Although there is much research on this topic (Brown, 2012; Chandler, 2003; Ferris, 1999, 2003, 2004; Hyland & Hyland, 2006; Lee, 2004; Lee, 2020; Lee et al., 2021) and in different ESL/EFL contexts, there are no studies on Iraqi Kurdistan teachers' views on WCF and its types. This study, therefore, aims to examine the perception and attitudes of 30 EFL teachers in Iraqi Kurdistan to understand their beliefs regarding WCF and the types of feedback they say they use and find important to give to English language learners (ELLs). A survey questionnaire was used to collect data for this investigation. Results showed that the majority of teachers who participated in this survey use WCF and believe it is useful for their students. However, there is some inconsistency in their answers regarding the types of feedback they use. Results show that they use several types of WCF depending on the context and their students' level of proficiency. Teachers' responses align to a large extent with the literature available. The results of this study can be useful for EFL teachers and researchers in Iraqi Kurdistan and other similar contexts to improve their practices related to WCF.
Description
Rights Access
Embargo expires: 08/28/2024.
Subject
teachers' attitudes
written corrective feedback
writing
English