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Iraqi Kurdistan teachers' views and attitudes towards written corrective feedback in EFL writing

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dc.contributor.authorAl-Jaf, Chnur, author
dc.contributor.authorEhlers-Zavala, Fabiola, advisor
dc.contributor.authorDelahunty, Gerald, committee member
dc.contributor.authorGrim, Frédérique, committee member
dc.date.accessioned2023-08-28T10:28:06Z
dc.date.available2024-08-28T10:27:54Z
dc.date.issued2023
dc.description.abstractWritten 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.
dc.format.mediumborn digital
dc.format.mediummasters theses
dc.identifierAlJaf_colostate_0053N_17836.pdf
dc.identifier.urihttps://hdl.handle.net/10217/236908
dc.languageEnglish
dc.language.isoeng
dc.publisherColorado State University. Libraries
dc.relation.ispartof2020-
dc.rightsCopyright and other restrictions may apply. User is responsible for compliance with all applicable laws. For information about copyright law, please see https://libguides.colostate.edu/copyright.
dc.subjectteachers' attitudes
dc.subjectwritten corrective feedback
dc.subjectwriting
dc.subjectEnglish
dc.titleIraqi Kurdistan teachers' views and attitudes towards written corrective feedback in EFL writing
dc.typeText
dcterms.embargo.expires2024-08-28
dcterms.embargo.terms2024-08-28
dcterms.rights.dplaThis Item is protected by copyright and/or related rights (https://rightsstatements.org/vocab/InC/1.0/). You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).
thesis.degree.disciplineEnglish
thesis.degree.grantorColorado State University
thesis.degree.levelMasters
thesis.degree.nameMaster of Arts (M.A.)

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