EFL INSTRUCTORS’ PERCEPTIONS AND PRACTICES OF FEEDBACK IN A UNIVERSITY EFL PREPARATORY SCHOOL

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Number of pages: 77-89
Year-Number: 2016-12

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Abstract

There is an increasing worldwide positive attitude towards feedback. There is a direct link between feedback and learning process. Feedback gives information about the gap between actual and desired levels. This study aims to investigate the perceptions of EFL instructors about the use of feedback and their feedback practices at a preparatory school. For the purpose of the study, a qualitative research was carried out. The study utilized purposeful sampling. Three EFL instructors participated in this study. Data were collected by means of checklists, semi-structured interviews and classroom observations. The study results reveal that EFL instructors’ perceptions about the use of feedback are strongly related to growth of learning rather than students’ well being and grading construction, and EFL instructors’ feedback practices gathered under the teacher formative feedback practices are congruent with their perceptions in preparatory classes at a state university in Turkey. By investigating the perceptions of EFL instructors about feedback and their feedback practices, this study will add one more brick onto the present construction of research on feedback. The results of this study might also have practical effects. It can also give ideas to institutions about setting feedback policies to support their course instructors. This study might make an important contribution to research on the use of feedback in preparatory schools. It might have implications for contributing to feedback perceptions of EFL instructors in Turkey.

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