High school EFL teachers’ perceptions of written corrective feedback in writing classrooms
Abstract
Written Corrective Feedback (WCF) referring to the feedback that writing teachers offer to students’ writing has been popularly investigated . This study aims to investigate teachers’ perceptions of their WCF practices in a Vietnamese EFL context. The data was quantitatively collected from a questionnaire delivered to 65 English high school teachers in central and C entral H ighland s provinces in Vietnam and follow-up interviews with 10 of those who had completed the questionnaire . The findings of the study revealed that the high school EFL teachers’ perceptions of WCF provision were overwhelmingly favorable. They believed that WCF was essential for high school students’ EFL writing development and served multiple purposes. In terms of their self-reported practices of WCF, the teachers preferred selective over comprehensive WCF; furthermore, they were in favor of direct feedback strategies and they focused primarily on language forms. By r aising teachers' awareness about their beliefs of WCF provision , this study can further bolster self-reflection on how their tacit knowledge shapes the way they perform in writing class es.