2026/07/24 by Nur Gedik Bal · 1 voice
Social Sciences · Arts and Humanities · Psychology · #Student Assessment and Feedback #EFL/ESL Teaching and Learning #Educational and Psychological Assessments
paper · doi:10.15446/profile.v28n2.123147
openalex publication_date 2026/07/24 · openalex created_date 2026/07/25 · openalex updated_date 2026/07/31
This case study examined English as a foreign language instructors’ perspectives, preferences, and practices regarding written feedback, as well as their use of technology for feedback and related professional development needs, in an English preparatory program at a Turkish state university. Thirty instructors completed a survey with Likert-scale and open-ended questions. Most participants viewed written corrective feedback as essential and effective for improving writing skills. While 63% of participants preferred unfocused feedback, attitudes toward strategies varied: direct feedback was generally favoured, but indirect feedback was chosen for advanced learners and under a two-draft policy. Reported challenges included large classes and time constraints. The findings also revealed patterns in instructors’ use of technology for feedback and highlighted their need for further professional development in this area.