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Publisher: Australian International Academic Centre, Australia
Languages: English
Types: Article
Subjects: X342
Based on a mixed-method approach, this interpretive exploratory case study aimed to identify English as Foreign\ud Language (EFL) teachers’ perceptions and practices in Written Corrective Feedback (WCF) in the Saudi context. The\ud study analysed quantitative data gathered from an anonymous custom designed 15-question online survey and\ud qualitative data from an open-ended question (at the end of the online survey) and semi-structured interviews.\ud Participants were one hundred and eighty-four English as a Foreign Language (EFL) teachers (n =184) who responded\ud to the online survey (113 females and 71 males) and 7 participants who responded to the semi-structured interview (5\ud males and 2 females). The study findings indicated no significant differences between male and female teachers in\ud considering “time” as the main factor in following a particular strategy for written corrective feedback (93%). The\ud results from the semi-structured interviews highlighted the need for further research in written corrective feedback in\ud the Saudi context to address serious issues related to the teachers’ work-load. Some recommendations were identified\ud for further research in written corrective feedback.
  • The results below are discovered through our pilot algorithms. Let us know how we are doing!

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