Browsing by Author "Kazybay M."

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    Teacher’s Feedback on Students’ Written Work: Teachers’ and Students’ Perspectives
    (SDU University, 2025) Kazybay M.
    This qualitative study aimed to explore Kazakhstani EFL teachers’ and students’ perspectives on feedback in writing instruction. Data was collected using semi-structured interviews with 5 EFL teachers and 15 11th grade students in schools of Almaty, Kazakhstan. Thematic inductive analysis used to analyze the collected data. The study's findings indicate that teachers and students held both similar and differing views on feedback strategies and focus. Both groups acknowledged that feedback is essential for improving writing skills. Teachers preferred feedback that was selective and direct. Conversely, detailed and indirect feedback was preferred by the majority of the students, since they believed that it helps them to learn at a deeper level. Teachers preferred selective and direct feedback due to the challenges, such as limited time, a huge workload, student plagiarism, and overreliance on AI. Moreover, findings revealed that positive feedback that points out the strengths and that values the students' work made them feel more motivated and engaged in writing. Finally, recommendations based on participants' responses, limitations of the study, and directions for future research are also included in the study.