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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