Teacher cognition on written feedback: Novice and experienced teachers’ beliefs, attitudes and practices

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2014-7
Karaağaç, , Gül
Written feedback has in recent years attracted the attention of an increasing number of researchers. While much research on written feedback has focused on students’ and/or teachers’ preferences of written feedback (e.g. Zhu, 2010), teacher beliefs and practices regarding written feedback (e.g. Clements, 2006; Min, 2011), very few, if any, explored the influence of teachers’ experience on feedback practices. In an attempt to address this gap in literature, this study investigates the impact of experience on ESL teachers’ written feedback practices. The purpose of this research is to explore the relationship between novice and experienced teachers’ experiences and perceived beliefs about feedback practices, analyze the motives behind their written feedback practices and compare the teachers’ beliefs about written feedback to see whether they are congruent with their observed practices. The study adopted a case study approach. One novice and one experienced teacher working at the preparatory school (Hazirlik) of a private university in Northern Cyprus were asked to participate in the study. Data were collected across 15 weeks. A preliminary questionnaire for biodata of the participants was administered and then semi-structured interviews with stimulated recall sessions and observations were conducted to explore these teachers’ general attitudes and beliefs about written feedback, the challenges they encounter and the way they respond to students’ writings. Analysis of writing papers was also carried out to compare teachers’ stated beliefs with their actual practices. The findings reveal that both the experienced and novice participant have a positive attitude towards written feedback and consider providing feedback their duty as a teacher no matter what the institutional policies require. Moreover, the teachers’ main focus while responding to students’ writings was found to be mainly on grammar due to varying reasons, and they experience several challenges during the process of giving written feedback. The study also displays the sources behind teachers’ practices to be their beliefs, the education they received and the institution’s policies. Finally, the study uncovered some (mis)matches between teachers’ beliefs and actual written feedback practices.

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Citation Formats
Karaağaç, “Teacher cognition on written feedback: Novice and experienced teachers’ beliefs, attitudes and practices,” M.A. - Master of Arts, Middle East Technical University, 2014.