ESL teachers' approaches to providing written corrective feedback on learners' written output

This research investigated the written corrective feedback (WCF) strategies utilized by English as a Second Language (ESL) instructors in responding to students' written work. The primary objectives were to categorize the types of feedback strategies implemented and to examine their application through the lens of Ellis's Typology of Written Corrective Feedback, encompassing direct, indirect, metalinguistic, focused, unfocused, and reformulation approaches. The study involved five ESL teachers, each responding to ۱۰۰ student writing samples, resulting in a total of ۵۰۰ texts analyzed. Employing a corpus-based qualitative methodology, the research examined the feedback provided to identify recurring patterns and instructional tendencies. The results indicated a variety of feedback strategies, with direct and indirect feedback being the most predominant. Variations were also noted in the individual teachers' approaches to addressing linguistic issues such as grammar, mechanics, coherence, and overall language use. The study highlighted the importance of reflective pedagogical practices and ongoing professional development to improve the efficacy of written corrective feedback in second language instruction contexts.

کلیدواژه ها:

ESL Teachers ، Feedback Strategies ، Corpus-based Study