The objectives of this research are divided into two parts, 1) to explore the beliefs of the Sohar University General Foundation English teachers of EFL writing regarding TMWCF and 2) To explore how the teachers practice TMWCF in the writing classroom. Seven writing teachers took part in this study. TMWCF beliefs and self-reported practices were investigated using semi-structured interviews with instructors. The findings of the study revealed that: teachers' attitudes and behaviours were both consistent and inconsistent. Teachers' ideas about error detection and repair matched with what they did. However, the teachers' attitudes on redrafting, feedback explicitness, feedback volume, feedback source, and feedback emphasis did not match their behaviours.
|Konular||Beşeri Bilimler, Ortak Disiplinler|
|Yayınlanma Tarihi||April 2022|
|Yayımlanma Tarihi||7 Mayıs 2022|
|Başvuru Tarihi||8 Mart 2022|
|Kabul Tarihi||28 Nisan 2022|
|Yayınlandığı Sayı||Yıl 2022, Cilt 8, Sayı 22|
|EndNote||%0 International E-Journal of Advances in Social Sciences TECHNOLOGY-MEDIATED WRITTEN CORRECTIVE FEEDBACK: EFL TEACHERS’ BELIEFS AND THIER PRACTICES %A Abdullah Mohammed Khamis Al Maqbali , Mohaida Mohin %T TECHNOLOGY-MEDIATED WRITTEN CORRECTIVE FEEDBACK: EFL TEACHERS’ BELIEFS AND THIER PRACTICES %D 2022 %J IJASOS- International E-journal of Advances in Social Sciences %P 2411-183X-2411-183X %V 8 %N 22 %R %U|