Volume 17, Numéro 2, Pages 494-510
Abstract Feedback is an important part of the learning cycle, and is, undoubtedly, an effective teaching tool in developing the EFL learners’ writing skill. However, both students and teachers frequently express disappointment and frustration when it comes to cope with assessment. This study aims to contribute to the literature on foreign language writing assessment by investigating the nature of teacher’s feedback on EFL students’ writing errors, on one hand, and exploring learners’ attitudes towards the feedback they receive, on the other. To reach those goals, two research tools were conducted. First, 20 teachers of the English department of Adrar University were given a questionnaire to check their preferences in assessing students’ writing, and, similarly, 60 students of different levels of the same department received a questionnaire to investigate their attitudes towards their teachers’ feedback. Secondly, 110 students’ exam papers of different modules were carefully analysed to check out the type of feedback that is frequently used. Findings show that most teachers have the tendency to use one type of feedback: Indirect Feedback. However, though they classify the writing skill as being their final priority, students express strong willingness to be involved in the process of assessment by suggesting revision to their writing after exams.
Key Words: feedback – assessment – evaluation – teachers’ preferences – students’ attitudes.