Teacher Corrective Feedback on Disciplinary L2 Writing from Students’ and Teachers’ Perspectives

| June 6, 2013

July 2013
Volume 7 Issue 1

| July 2013 home | PDF version |

Teacher Corrective Feedback on EFL Writing in the Disciplines: An Exploratory Study

Nahla Nola Bacha
Lebanese American University

Bioprofile: Nahla Nola Bacha holds a Ph.D. in Applied Linguistics and TESOL from the University of Leicester and is Professor and Chairperson of the Department of Humanities, Lebanese American University, where she has taught academic English for over twenty years. She has published internationally in EAP/ESP, assessment, discourse analysis and writing across the curriculum and is presently researching the role of EFL/ESL programs in university contexts. Being of dual nationality, Australian/Lebanese, she is also interested in bilingualism and contrastive studies.


Research has indicated that corrective feedback gives positive gains in students’ writing.
While there is much being done on the ‘best’ practices in academic writing from English teachers’ and students’ viewpoints, very little or no research is available on feedback from disciplinary teachers’ viewpoints which is becoming more important as the need for ‘good’ writing on a global level becomes essential for effective communication in all fields. This study reports on a survey of disciplinary teachers’ self assessment of their feedback in one American affiliated university in Lebanon. Specifically, teachers’ views of the various local (mechanical) and global (content) language feedback they perceive giving on undergraduate students’ course writing are compared to what students’ view they are receiving. Student focus group interviews are also carried out to further explore students’ views and preference. Main results show that disciplinary teachers’ self assessment significantly view giving more local language feedbackthan their students’ perceived receiving. However, both teachers and students agree that the grade on writing assignments is mainly based on global language features with very little or no feedback but with students expressing a preference for a balance between local and global language feedback and an opportunity to improve their writing assignments before a grade is assigned. Implications and recommendations for the teaching/learning situation and future research are made.

Key words: disciplinary writing, teacher self-assessment, student writing perceptions teacher written feedback, academic writing, Lebanon

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Category: Volume 7 Issue 1 June 2013