TEACHER FEEDBACK ON WRITTEN WORKS: KAZAKHSTANI EFL TEACHERS’ PERSPECTIVES
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Date
2025
Journal Title
Journal ISSN
Volume Title
Publisher
SDU University
Abstract
This qualitative study aims to explore Kazakhstani English as a foreign language (EFL) teachers’ perspectives on teacher feedback on written works, as well as exploring their feedback provision practices, and challenges. The data was collected using semi-structured interviews with teachers from public, specialized, and international schools in Almaty, Kazakhstan. Transcribed collected data was analyzed through thematic analysis. The findings of the study demonstrate that feedback on written works is crucial in improving students’ writing skills. Participants favored selective feedback or feedback that is provided following the goal of the writing assignment. It was also revealed that some teachers favored direct feedback while others prioritized indirect feedback, believing it would encourage students in deep and independent learning. Additionally, insufficient time and a large number of written works to check, confusing handwriting, and cheating acts as plagiarism and overuse of AI tools are reported to be challenges faced by participants.
Description
Keywords
Teacher feedback, teachers’ perspectives, written works, writing skill, feedback practices, error correction in writing, independent learning, СДУ хабаршысы - 2025
Citation
TEACHER FEEDBACK ON WRITTEN WORKS: KAZAKHSTANI EFL TEACHERS’ PERSPECTIVES / Madina Kazybay, Akmarzhan Nogaibayeva, Didik Hariyanto, Gulzhaina Kassymova / SDU Bulletin: Pedagogy and Teaching Methods 2025/1 (70)