Investigating teachers and students’ perceptions of written corrective feedback in the context of tertiary education in Oman (original) (raw)

Language Testing in Focus: An International Journal

This paper focuses on written corrective feedback in the testing context of the English language foundation program at Sultan Qaboos University in Oman. In more detail, in response to the encountered testing problem that involves variability in written corrective feedback and, as a consequence, inconsistent evidence of student position in relation to their improvement in writing and ways to achieve it, the authors discuss the ways teachers respond to students’ writing, the type of feedback they deliver, and the strategies they adopt to provide their feedback. The reported study uses mixed methods research methodology, and is grounded on the understanding of giving feedback to students as a social action that is implemented in specific cultural, institutional, and interpersonal contexts with a purpose to accomplish educational and social goals. The participants of the study are foundation program students and English language teachers representing the multicultural teaching community...

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