A Qualitative study of the Effectiveness of Different Kinds of Written Corrective Feedback from EFL Teachers' perspectives in Iran

Abstract

The research presented in this paper has sought to discover the type of feedback EFL teachers believe results in the greatest amount of learner uptake in current and future writing tasks. Data from eight face-to-face interviews with EFL teachers at Academic Center for Education, Culture and Research (ACECR)- Guilan Branch experienced in teaching at different language proficiency levels have been analyzed and compared in an effort to discover the type of feedback EFL teachers believe help learners in developing various writing skills. Interview questions were applied to discern a difference between direct and indirect corrective feedback and how EFL teachers implemented these different kinds of written corrective feedback in classroom practice. Participants from this study supported the incorporation of a combination of direct and indirect corrective feedback methods recently known as dynamic corrective feedback when assessing foreign language writers. They emphasized the importance of giving ends to each writing task obviously explaining essential requirements, and representing a timeline for completion of innovative steps for the assignment. All eight of the participants reported that they offered corrective feedback to learners. They believed that when learners realized why an error was marked, they were more able to incorporate the feedback into current and future writing tasks, thus becoming writers that are more proficient.