An Exploratory Study of EFL Teachers’ Beliefs about Grammar and Written Corrective Feedback in L2 WritingTools Salam, Sana (2016) An Exploratory Study of EFL Teachers’ Beliefs about Grammar and Written Corrective Feedback in L2 Writing. [Dissertation (University of Nottingham only)]
AbstractThe rich and diverse base of research in teacher cognition has suggested that what teachers do in the classroom is a reflection of their beliefs and these beliefs have a profound influence on their pedagogical decisions (Borg, 2006). There is also a wide range of perspectives on the efficacy of written corrective feedback (WCF) practices (Ferris, 2010; Truscott, 2007); however, there is still a dearth of research on teachers’ beliefs about WCF and how their beliefs reflect their preferred approach in the classroom (Lee, 2013), especially within foreign language (FL) contexts. Thus, this research study aims to investigate the beliefs of EFL teachers working in the tertiary sector in Saudi Arabia. Twenty teachers were surveyed via an online questionnaire comprising of 30 statements about their beliefs about grammar and WCF practices. The results indicated the teachers believed that explicit practice was necessary to promote linguistic accuracy in L2 writing. However, the qualitative analysis of their reported WCF practices revealed that they tend to perceive self-editing as more effective in facilitating long-term improvement of writing skills, and thus their beliefs also express value for inductive learning. The study concludes by recommending further research as necessary to determine the effectiveness of WCF.
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