Teachers’ Use of Written Feedback in E-learning. Case of EFL Teachers at Mohammed Boudiaf, M’sila Univsersity
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Date
2021-06
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Abstract
Teachers’ written feedback can be used to evaluate and detect variations between the language
forms of the students’ native language and their target language production in order to improve
their linguistic competence (Storch & Wigglesworth, 2010). With everyone seeking E-learning
due to the damage that the Covid-19 caused, This descriptive research attempts to investigate the
types of written feedback that are mostly used by EFL teachers of M’sila University at the
Department of Letters and English Language as well as to explore their perceptions and attitudes
towards it. A quantitative data analysis approach was incorporated using a structured online
questionnaire as a data collection tool, which was distributed to 30 teacher. The results state that
EFL teachers use Moodle as their main tool in E-learning. The types of written feedback that are
used by EFL teachers are ordered depending on their preferences: positive feedback, suggestive
feedback, content feedback, integrated feedback, coded feedback, direct feedback, form
feedback, and lastly negative feedback. Moreover, teachers acknowledge the significance of
written feedback in E-learning with a mean of 4.25
Description
Keywords
Keywords: Teachers’ written feedback, E-learning, Descriptive research, EFL teachers