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<p style="text-align:justify;">An increasing number of studies have examined teachers’ beliefs and practices regarding written corrective&nbsp;feedback (WCF) in recent years. However, the sample size in these previous studies tends to be small. Through&nbsp;questionnaires and teacher interviews, the present study explored the WCF beliefs and practices of 2,012 EFL&nbsp;teachers in Beijing, China. It found that the majority of teachers regarded error correction as a responsibility&nbsp;shared by both teachers and students, and they preferred selective WCF and integrative use of direct and indirect&nbsp;WCF methods. Also, they tended to have confidence in the effectiveness of their WCF. As for their practices,&nbsp;they would mostly underline the errors and point out the types or underline all errors with types indicated. In&nbsp;addition, most teachers would give feedback directly, and the number of teachers for and against delivering&nbsp;feedback on recurring errors seemed to be even. This study indicates the necessity of offering in-service EFL&nbsp;teachers training on WCF.</p>

Investigating EFL Teachers’ Beliefs and Practices about Written Corrective Feedback: A Large-scale Study

Original Research 

ltrq.2021.25.03.xml

Guest-editors:
Icy Lee, PhD, The Chinese University of Hong Kong, Hong Kong
Hassan Mohebbi, PhD, Independent Researcher, Turkey


Thematic Issue: Written Corrective Feedback (WCF): Teachers’ Knowledge, Beliefs and Practice