Feedback in L2 Writing: Voices from Native and Non-Native English Speaking Teachers

AbstractThe number of studies comparing the practices of different teacher groups in providing written corrective feedback (WCF) in second language writing has increased recently (Porte, 1999; Shi, 2001; Hyland and Anan, 2006). Similarly, this study also investigates how two native and three non-native teachers of English provide WCF on their students’ writings at an English preparatory school in a state university in Turkey. The study is significant in the sense that by presenting current WCF beliefs and practices espoused by different groups of teachers in a context which has not been investigated previously, it can considerably augment the research on teachers’ WCF practices. Teachers’ written feedbacks, think aloud protocols, semi-structured interviews were used to identify issues that arise while providing feedback. The results of the data analysis revealed that there were agreements as well as discrepancies in the areas such as (a) types of feedback, (b) teachers’ opinions on the value/effect of the feedback, (c) focus of WCF and the number of feedback, (d) style of feedback giving process, (e) overall grades and (f) reasons for these overall grade