Digital Feedback on EFL Students' Writing

Abstract

Teachers' digital feedback is considered a persuasive influence on students' achievement; however, there has been limited research on teachers' use and their perceptions of digital feedback. This chapter aims to explore teachers' beliefs and their practice about digital feedback to EFL students on their writing at a university in Vietnam. The study employed a qualitative research design. A group of seven teachers participated in the semi-structured interviews. The finding revealed that all participants believed in the practical use of digital feedback in writing, implementing direct and indirect digital feedback, and offering feedback in language and content. Most teachers were not assured that the students responded to their feedback, or that they learned from the feedback, though they assumed students should revise their writing. However, analysis of teachers' practice showed an inconsistency that they did not force the students to revisit their assignments. The research outlined some suggestions on digital feedback strategies to maximize the benefits of teachers' feedback.