Feedback Practices in the Tertiary Level EFL Writing Classrooms in Bangladesh

Rayhana Fatema Chowdhury, Akhtar Nur Begum


Feedback is seen as an essential aspect of second language writing pedagogy. Providing feedback to students in the form of written commentary, error correction, teacher-student conferencing, or peer discussion, is a central aspect of EFL writing programs across the world. Teachers spend a lot of time in correcting and commenting on students’ writings. Learners also expect feedback on their drafts to know their strengths and weaknesses. Despite its central role in second language writing, research on feedback has produced conflicting results. The present study, through a survey, explores Bangladeshi EFL university teachers’ perceptions and practice of feedback. The participants are university teachers who are teaching English in different private universities currently. A questionnaire is used for the purpose of primary data collection. The findings indicate that a very few number of teachers in Bangladesh have training on giving corrective feedback through all considers training to be important. The teachers who have training give feedback in different ways. Indirect feedback giving is found to be a prominent form of feedback practice.

Aus. J. Bus. Sco S. & IT. Vol 4(4), October 2018, P 149-166


Feedback, Writing; EFL; Approaches; Language Teaching; Error Correction

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