Jul 2026· Profile Issues in Teachers' Professional Development· Vol 28, pp. 67-85· 0 citations· 56 references
Abstract
This case study examined English as a foreign language instructors’ perspectives, preferences, and practices regarding written feedback, as well as their use of technology for feedback and related professional development needs, in an English preparatory program at a Turkish state university. Thirty instructors completed a survey with Likert-scale and open-ended questions. Most participants viewed written corrective feedback as essential and effective for improving writing skills. While 63% of participants preferred unfocused feedback, attitudes toward strategies varied: direct feedback was generally favoured, but indirect feedback was chosen for advanced learners and under a two-draft policy. Reported challenges included large classes and time constraints. The findings also revealed patterns in instructors’ use of technology for feedback and highlighted their need for further professional development in this area.
This study examined the effectiveness of dialogic feedback (DF) as an approach to feedback on English as an additional language (EAL) academic writing at the tertiary level, in comparison with traditional written commentaries. Adopting a mixed-methods design, the study investigated both writing performance outcomes and...
Anna Krulatz, Georgios Neokleous, Tülay Dixon et al.· Nordic Journal of Language T...· 0 citations
Academic writing is one of the challenging skills for students learning English as a Foreign Language (EFL), as it requires grammatical accuracy, appropriate vocabulary, logical organization, coherence, cohesion, and clear expression of ideas. Feedback plays an important role in helping learners identify weaknesses and...
Laylo Bekturdiyeva· Journal of Global Scientific...· 0 citations
This paper presents a comprehensive synthesis of recent empirical research on teacher feedback strategies and their contributions to improving English as a Foreign Language (EFL) students’ writing performance. Writing is a cognitively demanding skill that requires learners to coordinate vocabulary, grammar, organizatio...
Geral Dien Stefanny Sapulete, Lailatul Musyarofa, Yudy Prasetyo· Journal of English language...· 0 citations
This study investigated the linguistic effectiveness of feedback timing for Jordanian EFL learners. Employing a quasi-experimental design involving 80 third-year students in the English department, the study compared performance outcomes between two groups that received different feedback timings after completing writi...
M. A. Al-Shallakh, Leedya Rashed Abumariam, A. Mariam et al.· Theory and Practice in Langu...· 0 citations
This study investigates the practices and perceptions of written corrective feedback (WCF) among teachers of English as a Foreign Language (EFL), with specific emphasis on the context of teaching writing. It further explores these teachers' perceptions regarding the efficacy of such feedback. The research was conducted...
Khadija Albashir Ahmad Loukah· Comprehensive Journal of Sci...· 0 citations
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