Comparing the General Foundation Programme’s English Teachers’ Beliefs and Practices Regarding Written Corrective Feedback in an Omani EFL Context

Author: Soufiane Rachid Trabelsi

Keywords: Written corrective feedback, EFL, writing, beliefs, practices, congruence, incongruence

DOI: 10.30845/ijll.v5n4p5

The current study investigated written corrective feedback (WCF) in the General Foundation Programme (GFP) in one of the Omani private universities. This paper, which is based on a doctoral research study, will focus only on three research questions: (a) what are the writing teachers’ beliefs with regard to WCF? (b) What are their practices with regard to WCF? (c) To what extent do the teachers‘ beliefs and practices regarding the provision of WCF on the students‘ writing align? The participants of the study were a sample of writing teachers and some of their students. Semi-structured interviews, classroom observations, student focus groups and student text analysis were used as research instruments. The study revealed both congruence and incongruence between the teachers’ beliefs and practices. Some implications, which might be useful for writing teachers and researchers in WCF and teacher cognition, are put forward.