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<p><span style="background-color:rgb(255,255,255);color:rgb(35,31,32);">This paper focuses on written corrective feedback in the testing context&nbsp;of the English language foundation program at Sultan Qaboos University in Oman.&nbsp;In more detail, in response to the encountered testing problem that involves&nbsp;variability in written corrective feedback and, as a consequence, inconsistent&nbsp;evidence of student position in relation to their improvement in writing and&nbsp;ways to achieve it, the authors discuss the ways teachers respond to students’&nbsp;writing, the type of feedback they deliver, and the strategies they adopt to&nbsp;provide their feedback. The reported study uses mixed methods research&nbsp;methodology, and is grounded on the understanding of giving feedback to&nbsp;students as a social action that is implemented in specific cultural,&nbsp;institutional, and interpersonal contexts with a purpose to accomplish&nbsp;educational and social goals. The participants of the study are foundation&nbsp;program students and English language teachers representing the multicultural&nbsp;teaching community of the Centre for Preparatory Studies at Sultan Qaboos&nbsp;University. The results of the study reveal that written corrective feedback is&nbsp;by no means unanimous among all students and teachers. Diversity in the&nbsp;teachers’ background yields a corresponding diversity in the way it is&nbsp;perceived, provided, and interpreted. Undoubtedly, teachers’ ultimate goal, in&nbsp;any context, is to help students improve their writing skills in all respects,&nbsp;be it in form, content, or organization. Yet, its effectiveness in improving&nbsp;students’ writing remains inconclusive.</span></p>

LTF_2019_010.pdf

Original Research 

ltf.2019.01.01.xml

Investigating Teachers and Students’ Perceptions of Written Corrective Feedback in the Context of Tertiary Education in Oman