Perception of Written Corrective Feedback

This study examines the EFL teachers' and students' perceptions of the effectiveness of written corrective feedback (WCF) in the EFL context. The data was collected from 104 male and female university students and 11 professors in Oman. Two questionnaires, one for students and one for professors were used to collect quantitative data and some qualitative data. Descriptive statistics were used to analyze the quantitative data, and thematic analysis was used to analyze the qualitative data. The Omani EFL learners and their teachers agree on the importance of providing WCF to enhance English language learning. They prefer a focus on a group of categories of errors rather than flooding the students with feedback on all types of errors. Unlike previous research, the EFL students and their teachers do not solely prioritize accuracy issues, over content-focused feedback. The study highlights that student-teacher engagement with feedback via discussion and oral feedback scaffolding strategies are essential pedagogical practices to maximize WCF uptake. The study confirms previous research findings that WCF can be better understood ecologically by considering the individual, situational, and methodological variables

本研究旨在探讨英语作为外语（EFL）环境下教师与学生对于书面纠错反馈（WCF）有效性的认知。数据收集自104名男女大学生以及阿曼的11位教授。研究采用了两种问卷，分别针对学生和教授，以收集定量数据和部分定性数据。定量数据通过描述性统计方法进行分析，而定性数据则通过主题分析法进行解析。阿曼的英语学习者及其教师均认同提供WCF以提升英语学习的重要性。他们更倾向于关注错误类型的特定类别，而非将所有类型的错误反馈一股脑地给予学生。与以往的研究不同，EFL学生及其教师并非将准确性问题置于内容导向的反馈之上。研究强调，通过讨论和口头反馈的支架策略与学生-教师之间的互动是最大化WCF采纳率的关键教学实践。研究证实了先前的研究发现，通过考虑个体、情境和方法论变量，可以更好地从生态学角度理解WCF。