What is it about?

The study titled "Challenges Faced by EFL Teachers and Learners in Providing and Receiving Online Corrective Feedback on Writing Assignments" explores the difficulties English as a Foreign Language (EFL) teachers and students encounter when giving and receiving feedback on writing assignments through Blackboard, an online learning platform, during the COVID-19 pandemic. Conducted with 130 teachers and 219 students in Saudi Arabia’s Preparatory Year Program, this study highlights several key obstacles. Key Findings: (1) Language Proficiency: Many students struggled to understand feedback due to limited English proficiency, which made interpreting corrective suggestions difficult. (2) Technical Issues: Both teachers and students reported issues with internet connectivity and Blackboard’s functionality, which at times interrupted the feedback process. (3) Time and Effort: Providing detailed feedback online is time-consuming, and teachers found it challenging to manage alongside other responsibilities. Students also felt that rewriting assignments based on online feedback added to their workload. (4) Feedback Perception Gap: Teachers observed that students sometimes ignored or misunderstood feedback, which limited its effectiveness. Conversely, students felt that feedback was vague and lacked clarity, making it hard to apply.

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Why is it important?

This research suggests that enhancing feedback practices on virtual platforms like Blackboard requires better technical support, clear guidelines for teachers on structuring feedback, and possibly reducing class sizes to make feedback more manageable and effective. Awareness of language barriers and clearer feedback instructions could also help students better understand and apply the feedback they receive.

Perspectives

Reflecting on this study about challenges in providing and receiving online corrective feedback, I believe that it is insightful in revealing the specific obstacles both teachers and students encounter in virtual learning environments. Issues like technical limitations, time constraints, and the gap between feedback delivery and student comprehension highlight the complexities of online education. This research underscores the need for supportive tools and clearer feedback structures in online learning platforms to improve writing skills, making it relevant for educators aiming to adapt feedback practices effectively in virtual settings.

Dr Zilal Meccawy
King Abdulaziz University

Read the Original

This page is a summary of: Challenges Faced by EFL Teachers and Learners in Providing and Receiving Online Corrective Feedback on Writing Assignments, International Journal of English Language Education, November 2022, Macrothink Institute, Inc.,
DOI: 10.5296/ijele.v10i2.20439.
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