Teacher corrective feedback on EFL writing in the disciplines

Abstract

Research has indicated that corrective feedback gives positive gains in students’ writing. While there is much being done on the ‘best’ practices in academic writing from English teachers’ and students’ viewpoints, very little or no research is available on feedback from disciplinary teachers’ viewpoints which is becoming more important as the need for ‘good’ writing on a global level becomes essential for effective communication in all fields. This study reports on a survey of disciplinary teachers’ self assessment of their feedback in one American affiliated university in Lebanon. Specifically, teachers’ views of the various local (mechanical) and global (content) language feedback they perceive giving on undergraduate students’ course writing are compared to what students’ view they are receiving. Student focus group interviews are also carried out to further explore students’ views and preference. Main results show that disciplinary teachers’ self assessment significantly view giving more local language feedback than their students’ perceived receiving. However, both teachers and students agree that the grade on writing assignments is mainly based on global language features with very little or no feedback but with students expressing a preference for a balance between local and global language feedback and an opportunity to improve their writing assignments before a grade is assigned. Implications and recommendations for the t e a c h i n g / l e a r n i n g s i t u a t i o n a n d f u t u r e r e s e a r c h a r e m a d e .