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