Native and Nonnative English Speaking Teachers’ Feedback Beliefs and Practices

다국어 초록 (Multilingual Abstract)

Seohyun Penn. (2018). Native and Nonnative English speaking teachers’ feedback beliefs and practices. Language Information, Volume 26. 51-78. The present study investigates native and nonnative English teachers’ beliefs of teaching writing and giving feedback and how they give feedback to Korean EFL student writing. The data were collected from 74 English teachers (38 NESTs and 36 NNESTs) in order to examine their teaching methods of writing, feedback beliefs and their self-reported feedback practice. The survey responses were analyzed using a structured coding method (Saldana, 2009) and actual feedback points were analyzed using Analytic Model for Teacher Commentary (Ferris, 1995) and Error Categories (Ferris, 2012). The findings indicated that both groups of teachers considered teaching English writing and giving feedback to EFL students an integral part of students’writing and linguistic development. NESTs and NNESTs demonstrated comparable ways of giving feedback to student writing: 70% of their feedback was corrective feedback while 30% consisted of teacher commentaries. While teachers were cautious in giving content feedback avoiding teacher appropriation, they marked every error they saw on the students’ writing. The most salient differences emerged from the amounts of feedback they gave and the time spent on student writing. Based on the results obtained in this study, various instructional insights and implications for EFL teachers were discussed in the areas of teaching and giving more effective feedback. The current study warrants the necessity of implementing teacher training for both NESTs and NNESTs in Korean EFL settings.

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