Teacher Written Feedback on Student Writing: Teachers’ and Learners’ Perspectives

Abstract

Using quantitative and qualitative research instruments, this study investigates teachers’ feedback on students’ writing in an EFL teaching context in the Republic of Benin. The main purpose is to determine the nature of the feedback that the teachers provide, and to identify their rationale for feedback provision. The study also attempts to provide insights into the learners’opinions about their teachers’ feedback. The results indicate that the majority of the participant EFL students are not favourable to their teachers’ feedback practices, and therefore, do not use the feedback that they get effectively. The study also reveals that while the teachers consider their feedback as a tool to promote accuracy in writing in their EFL classes, the students prefer a type of teacher feedback that would also take into account the content of their written production. Suggestions are made in the study to help bridge the gap between teachers’ practices and learners’ expectations.