Written Corrective Feedback in Online ESL Academies

Abstract

Written corrective feedback (WCF) 's usefulness in offline education has been extensively studied. However, studies examining online ESL instructors’ perceptions and attitudes toward this kind of feedback in online ESL academies were conspicuously lacking. In this regard, this study aimed to identify (1) the lived experiences of online ESL instructors when giving written corrective feedback, (2) the common strategies they employ, (3) the challenges in their feedback practices, and (4) the impact of their written corrective feedback. It was grounded on Bandura’s Social Cognitive Theory and Borg’s Language Teacher Cognition Theory. The study used the qualitative phenomenological approach to examine the participants. Ten online ESL instructors from ESL academies participated through an in-depth interview. Based on the study, two themes were generated for lived experiences: feedback goals and feedback views. Regarding WCF strategies employed by online ESL instructors, data produced the following themes: feedback based on proficiency level and feedback clarity and personalization. Regarding the challenges online ESL instructors face when giving written corrective feedback, the findings revealed the following themes: student factors and feedback factors. Lastly, regarding the impact of written corrective feedback as perceived by online ESL instructors, results showed student skill refinement, teacher feedback technique development, and student behaviors.