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

本研究探讨英语作为外语（English as a Foreign Language, EFL）语境下，教师与学生对书面纠错反馈（Written Corrective Feedback, WCF）有效性的认知情况。研究数据采集自阿曼的104名男女大学生与11名高校教授。本研究采用两套问卷（分别面向学生与教师）收集定量数据与部分定性数据，其中定量数据通过描述性统计方法进行分析，定性数据则采用主题分析法开展研究。阿曼籍EFL学习者与其授课教师均认可，提供书面纠错反馈对提升英语学习具有重要意义；二者均倾向于针对特定类别的错误实施反馈，而非向学生提供覆盖所有错误类型的过量反馈。与既往研究不同，参与本研究的EFL学生与教师并未仅将准确性问题作为优先考量事项，而忽视内容导向的反馈。本研究强调，通过讨论与口头反馈支架式策略实现的师生反馈互动，是最大化书面纠错反馈吸收效果的核心教学实践。本研究同时验证了既往研究结论：若从生态视角综合考量个体、情境与方法层面的变量，可更全面地理解书面纠错反馈的应用本质。