Beliefs, practices, and awareness of written corrective feedback among EFL teachers: a mixed-methods study.

ABSTRACT:

Background

Written Corrective Feedback (WCF) is a critical yet complex aspect of second language writing pedagogy. While teachers' beliefs and practices regarding WCF have been studied, inconsistencies often exist, and the Iranian university context remains underexplored. This study is grounded in Sociocultural Theory (SCT) and Teacher Cognition, framing WCF not just as a pedagogical technique but as a socially mediated activity shaped by teachers' beliefs and contextual constraints. The present study aimed to investigate the beliefs, practices, and awareness of WCF among Iranian EFL university teachers.

Methods

A mixed-methods design was employed in two phases. In the first phase, 100 teachers provided 1500 corrected student assignments and completed a questionnaire on thei

SUBMITTER: Mostafavi M 

PROVIDER: S-EPMC12831419 | biostudies-literature | 2025 Dec

REPOSITORIES: biostudies-literature