Teachers’ Perceptions of Electronic Corrective Feedback and its Impact on EFL Learners’ Uptake

Abstract

The present study investigates EFL teachers’ perceptions of electronic corrective feedback in Saudi Arabia and the impact of electronic feedback on students’ learning process. It also seeks to elucidate the benefits and limitations of using electronic feedback through the Madrasati platform on students’ writing. The significance of this study lies in its exploration of the evolving landscape of educational technology in Saudi Arabian EFL teaching and learning providing insights to optimize feedback practices and enhance professional development, policy making, and student outcomes. The study addresses two primary questions: a) what are EFL teachers’ perceptions of electronic corrective feedback? b) which types and methods of electronic feedback did teachers utilize the most and were found effective? This research employs a quantitative approach, utilizing a questionnaire to gather data. The study sample comprised 141 EFL teachers from public secondary and high schools in Saudi Arabia. Several significant conclusions were drawn from the study. Firstly, the results indicated a high level of satisfaction with the benefits of electronic corrective feedback among Saudi Arabian teachers; they highly value the feedback provided by this method. Due to the COVID-19 pandemic, the Madrasati platform emerged as the most frequently used tool, as teachers were initially mandated to utilize it for delivering feedback. The findings revealed that Saudi EFL teachers identified explanation and description as the most effective forms of correction. Furthermore, the study’s results demonstrated that Saudi teachers did not believe electronic corrective feedback would impede their ability to provide adequate student feedback. The study also discussed several pedagogical implications and recommendations.