INCONSISTENCIES AMONG EFL TEACHERS IN WRITTEN CORRECTIVE FEEDBACK

I. Ünaldi

Gaziantep University (TURKEY)
Written corrective feedback is an up-to-date topic in the field of second/foreign language pedagogy. This study tries to deal with the inconsistencies in foreign language teachers’ written corrective feedbacks. 171 Turkish EFL teachers, working in the same district but in different state schools, participated in the study. The participants were provided with an essay written by a B1 level 20-year-old Turkish EFL learner. They were instructed to underline the three most tolerable mistakes and circle the three most important ones that need correction. They were also asked to write down any necessary feedback addressed to the learner. In addition, they were asked to grade the essay with a score out of 100. The mistakes marked by the participants, their feedbacks and the grades were analyzed through descriptive method. The results revealed considerable inconsistencies among the participants in terms of tolerable/intolerable mistakes, the feedbacks provided, and the grades assigned.