An Investigation of Perspectives, Practices and Problems Regarding Error Feedback of English Writing Teachers in Public Universities in the Northern Region of Thailand
Keywords:
English writing teachers, error feedback, teachers' beliefsAbstract
This study aimed to investigate perspectives, practices and problems regarding error feedback of English writing teachers in public universities in the north of Thailand. The samples of this study included 57 English writing teachers in 18 public universities in the Northern Region of Thailand. The questionnaire adapted from Lee (2003) was used to collect the data which were analyzed by descriptive analysis (frequency, percentage, mean, standard deviation). The result of the study revealed that the majority of the teachers believed that providing feedback on students' errors in writing was necessary and useful. They believed that the main purpose of providing feedback on students' errors in writing was to help the students to improve their writing. Also, most teachers gave error feedback on their students' writing by marking all students' errors (comprehensive feedback) using marking codes. In terms of problems related to error feedback of the teachers in this study, the result showed that time-consuming was the main problem that teachers often encountered. The teachers did not have time to provide feedback due to other responsibilities. The findings of this study suggested that writing teachers should utilize feedback in order to motivate and improve the students' English writing performance. However, the number of students in writing classes, teacher workload, and other responsibilities of EFL writing teachers were some main obstacles for providing more effective feedback.
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