الممارسات اللّغويّة
Volume 15, Numéro 2, Pages 515-546
2024-12-15
Unveiling Algerian High School Efl Teachers’ Written Corrective Feedback Practices: A Questionnaire And Content Analysis Approach
Authors : Doukari Hayet . Hoadjli Ahmed Chaouki .
Abstract
The current study sheds light on written corrective feedback (WCF) practices in Algerian high school EFL classrooms including techniques adopted by teachers as well as their beliefs and preferences. It further explores the extent to which these beliefs match their actual practices. Quantitative and qualitative data were collected through a questionnaire distributed to 45 high school teachers, and a content analysis of 70 students’ essays. The findings revealed that teachers inordinately relied on comprehensive and local WCF, and indicated an alignment between teachers’ beliefs about their WCF practice and their actual behaviour in terms of direct non meta-linguistic error correction, reformulation, and indirect error correction. However, teachers’ beliefs about their use of other WCF strategies like the use of error codes and meta-linguistic direct error correction were inconsistent with their practice. The findings suggest that consensus-building regarding the focus, the scope and type of WCF within institutional contexts is crucial. Additionally, prioritizing teacher training becomes essential for maximizing the efficiency of WCF.
Keywords
English as a Foreign Language (EFL) writing ; Written corrective feedback (WCF) ; EFL teachers’ practices ; WCF types ; EFL students’ writing errors
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