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A Comparison of EFL Students and Instructors' Written Feedback Preferences and Reported Practices at a Moroccan University

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Title: A Comparison of EFL Students and Instructors' Written Feedback Preferences and Reported Practices at a Moroccan University
Language: English
Authors: Abderrahim Mamad, Tibor Vígh
Source: Canadian Journal of Applied Linguistics / Revue canadienne de linguistique appliquée. 2025 28(1):67-97.
Availability: Canadian Association of Applied Linguistics / Association Canadienne de Linguistique Appliquée. Departement de langues, linguistique et traduction, Pavillon de Koninck, Universite Laval, Quebec, QC G1K 7P4, Canada. Web site: https://journals.lib.unb.ca/index.php/CJAL
Peer Reviewed: Y
Page Count: 31
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, College Students, Second Language Learning, English (Second Language), Student Attitudes, Preferences, Written Language, Feedback (Response), Writing Evaluation, Writing Achievement
Geographic Terms: Morocco
ISSN: 1481-868X
1920-1818
Abstract: This study aimed to investigate university students' preferences for and reported instructor practices of written feedback (WF) and how these align with instructors' perceptions and self-reported practices in EFL writing classrooms. An 80-item survey was conducted with 13 instructors and their 210 students at a Moroccan university. The findings revealed that instructors' perceptions aligned with students' preferences for judgmental WF on the written text and all process-based WF subscales. However, instructors considered WF modes on the written text more important than students. In terms of practices, instructors reported employing certain WF practices (judgmental WF on the written text, content-based WF related to textuality standards, and macroaspects of writing) more often than students reported. The study emphasizes the importance of aligning classroom WF practices with students' preferences to enhance writing performance.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1487250
Database: ERIC
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  Data: A Comparison of EFL Students and Instructors' Written Feedback Preferences and Reported Practices at a Moroccan University
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  Data: <searchLink fieldCode="AR" term="%22Abderrahim+Mamad%22">Abderrahim Mamad</searchLink><br /><searchLink fieldCode="AR" term="%22Tibor+Vígh%22">Tibor Vígh</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Canadian+Journal+of+Applied+Linguistics+%2F+Revue+canadienne+de+linguistique+appliquée%22"><i>Canadian Journal of Applied Linguistics / Revue canadienne de linguistique appliquée</i></searchLink>. 2025 28(1):67-97.
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  Data: Canadian Association of Applied Linguistics / Association Canadienne de Linguistique Appliquée. Departement de langues, linguistique et traduction, Pavillon de Koninck, Universite Laval, Quebec, QC G1K 7P4, Canada. Web site: https://journals.lib.unb.ca/index.php/CJAL
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  Data: 31
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  Data: 2025
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Preferences%22">Preferences</searchLink><br /><searchLink fieldCode="DE" term="%22Written+Language%22">Written Language</searchLink><br /><searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Evaluation%22">Writing Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Achievement%22">Writing Achievement</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Morocco%22">Morocco</searchLink>
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  Data: 1481-868X<br />1920-1818
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study aimed to investigate university students' preferences for and reported instructor practices of written feedback (WF) and how these align with instructors' perceptions and self-reported practices in EFL writing classrooms. An 80-item survey was conducted with 13 instructors and their 210 students at a Moroccan university. The findings revealed that instructors' perceptions aligned with students' preferences for judgmental WF on the written text and all process-based WF subscales. However, instructors considered WF modes on the written text more important than students. In terms of practices, instructors reported employing certain WF practices (judgmental WF on the written text, content-based WF related to textuality standards, and macroaspects of writing) more often than students reported. The study emphasizes the importance of aligning classroom WF practices with students' preferences to enhance writing performance.
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  Data: 2025
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  Data: EJ1487250
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 31
        StartPage: 67
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: College Students
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Preferences
        Type: general
      – SubjectFull: Written Language
        Type: general
      – SubjectFull: Feedback (Response)
        Type: general
      – SubjectFull: Writing Evaluation
        Type: general
      – SubjectFull: Writing Achievement
        Type: general
      – SubjectFull: Morocco
        Type: general
    Titles:
      – TitleFull: A Comparison of EFL Students and Instructors' Written Feedback Preferences and Reported Practices at a Moroccan University
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            NameFull: Tibor Vígh
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              Y: 2025
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            – TitleFull: Canadian Journal of Applied Linguistics / Revue canadienne de linguistique appliquée
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