Bangladeshi English for Academic Purposes (EAP): novice and experienced teachers’ perspectives on written corrective feedback

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dc.contributor.authorAlam, Md Zahangir
dc.contributor.examiningcommitteeDe Oliveira Jayme, Bruno (Curriculum, Teaching and Learning)
dc.contributor.examiningcommitteeHoneyford, Michelle (Curriculum, Teaching and Learning)
dc.contributor.supervisorMorin, Francine
dc.date.accessioned2024-07-11T17:24:08Z
dc.date.available2024-07-11T17:24:08Z
dc.date.issued2024-07-11
dc.date.submitted2024-07-11T17:02:22Zen_US
dc.degree.disciplineCurriculum, Teaching and Learning
dc.degree.levelMaster of Education (M.Ed.)
dc.description.abstractAbstract This study aimed to identify the factors that shape novice and experienced teachers’ beliefs about written corrective feedback and the factors that influence teachers’ practices with students’ writing in the Bangladeshi context. The study intended to: 1) provide in-depth data on writing teachers’ perspectives of written corrective feedback (WCF) and how those perspectives evolved; 2) clarify writing teachers’ feedback preferences and the factors that determine how they approach those specific techniques; 3) show the challenges instructors encounter in practicing written corrective feedback on students’ writing; and 4) identify factors influencing teachers’ WCF practices. The study’s findings demonstrate that teaching experience has a significant impact on shaping teachers’ beliefs about WCF practices because it gives instructors access to many additional influences, such as having attended more professional developments sessions and interacted with professionals within developed networks. Furthermore, teacher education programs and professional development sessions do not equally contribute to developing novice and experienced teachers’ beliefs, because new teachers have fewer professional development opportunities than experienced instructors. As students themselves, the experienced teachers received direct WCF on their papers—primarily on grammar problems—but they now provide indirect feedback on substance and structure to their own students. They adjusted their WCF practices over time as they gained teaching expertise. However, prior learning experience has a considerable impact on how new teachers form their attitudes about WCF. Institutional variables have a greater impact on new teachers’ WCF practices than on those of experienced ones. Moreover, the experienced group prefers to provide indirect WCF and focus on global issues of writing such as essay structure, whilst the novices prefer to provide direct feedback on local concerns such as sentence structure and spelling. Finally, instructional issues like class time and work pressure seem to be difficult for both beginner and experienced teachers, as they must balance class time and work pressure, though reluctance to provide adequate WCF has a divergent trend. However, institutional challenges are more prominent among new teachers. University administrators in Bangladesh, practicing writing instructors, and department heads of advanced teaching and learning centers may benefit from the outcomes of this study.
dc.description.noteOctober 2024
dc.description.sponsorshipI only received a research completion award.
dc.identifier.urihttp://hdl.handle.net/1993/38322
dc.language.isoeng
dc.subjectKeywords: Writing, Assessment, Teachers’ Beliefs and Practices, Written Corrective Feedback (WCF), Experienced Teachers, Novice Teachers, Exploratory Study, Thematic Analysis
dc.titleBangladeshi English for Academic Purposes (EAP): novice and experienced teachers’ perspectives on written corrective feedback
local.subject.manitobano
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