Even though there is extensive of knowledge in the field of written corrective feedback, there is a scarcity of empirical evidence regarding the EFL teachers’ WCF beliefs and practices in the Saudi Arabian context. This study, therefore, aims to get an insight of teachers’ use of written corrective feedback (WCF) in the Saudi Arabian university context. The following three questions guided the study: 1) What are teachers’ reported beliefs about written error correction in Saudi Arabian university context? 2) What are teachers' observed practices of written error correction (WCF) in this context? 3) To what extent are these teachers’ beliefs about WCF congruent with their observable practices? For this purpose, a mixed method study was designed. A short questionnaire was designed and distributed among EFL instructors in Saudi Arabia. 32 (n=32) EFL instructors completed the questionnaire and 3 were subsequently observed and interviewed. The results showed that the WCF beliefs of EFL teachers in Saudi are mostly in line with the research, however, strong discrepancies between the WCF beliefs and practices of these teachers were noted. Based on these findings, it is recommended to universities to add professional development programs to enhance WCF.

Authors:
Raees Unnisa, Qassim University, Saudi Arabia
Tamador Omer, Qassim University, Saudi Arabia

About the Presenter(s)
Dr Raees Unnisa is a University Assistant Professor/Lecturer at Qassim University in Saudi Arabia

See this presentation on the full schedule – Sunday Schedule

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