Challenges in Providing Written Corrective Feedback Faced by EFL Writing Instructors with Overcrowded Classes
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Abstract
The purposes of the current study are 1) to study the theoretical challenges in written corrective feedback (WCF) providing faced by EFL instructors of overcrowded classes and 2) to study procedural challenges in written corrective feedback providing faced by EFL instructors of overcrowded classes. The participants were divided into groups including a group of 30 EFL instructors of writing overcrowded classes, a group of 3 interviewees, and an instructor in an observation group. The data were triangulated using a questionnaire for challenges in in providing WCF of EFL writing instructors with overcrowded classes, a structured interview form, and an observation form. The quantitative data were analyzed by percentage, mean score, and standard deviation while thematic analysis was used to analyze the transcription of the participants’ interview. Lastly, the data from the observation were analyzed using descriptive analysis. The results of the study indicate both theoretical and procedural challenges faced by EFL instructors of overcrowded classes. The study could be implicated in educational management, development of WCF, and studies in second language writing.
Keywords: Written corrective feedback, Challenges, Instructional management
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References
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