ISSN: 2222-6990
Open access
This study investigates secondary school teachers' beliefs in Kuala Lumpur concerning written corrective feedback (WCF) and examines the factors influencing these beliefs. Understanding teachers' perspectives on WCF is essential for enhancing language learning and refining instructional practices. Employing a mixed-methods approach, the research combines quantitative data from questionnaires administered to 54 teachers with qualitative insights from semi-structured interviews with 7 participants. Key findings indicate that teachers believe in the effectiveness of targeting specific errors and using coding symbols, but various factors, including classroom dynamics, student proficiency levels, cultural norms, and institutional constraints, shape their feedback practices. These factors influence how teachers implement WCF and perceive its impact on student learning. The study highlights the need for more personalized WCF strategies and emphasizes the role of professional development and policy support in aligning teachers' practices with best practices. This research contributes to the field by providing practical recommendations for improving WCF practices and informing policy adjustments to support teachers better. Future research should further explore how different factors influence teachers' beliefs and WCF practices in diverse educational contexts.
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