The Power of Feedback: Perspectives of University Lecturers on Formative Feedback in EFL Classes
DOI:
https://doi.org/10.14500/kujhss.v8n1y2025.pp553-562Keywords:
Formative Feedback, Language Instructions, Implementation, Language Learning, PerspectivesAbstract
This study tried to provide a comprehensive understanding of formative feedback as one of the essential elements in language teaching and learning. In relation to this, the study investigated the perspectives and experiences of English as foreign language (EFL) university teachers regarding the extent of implementing formative feedback in their teaching practices and its role in promoting students' language learning proficiency. Furthermore, the study attempted to identify best practices and give practical recommendations that enable lecturers in better choosing and implementing formative feedback techniques in EFL classes. The study used a mixed-method approach, questionnaires and semi-structured interviews, for data collection. This research randomly recruited 118 EFL teachers across different universities in the Kurdistan Region of Iraq (KRI), including public and private ones. This was followed by the purposive sampling to interview 20 EFL teachers from different universities in KRI. This study also used the thematic analysis approach to analyse qualitative data, which was useful in thoroughly identifying the major themes and patterns within the data. Likewise, the quantitative data was analysed through using the Statistical Package for the Social Science (SPSS) software program. The study revealed that teachers often used formative feedback in their teaching practices through various delivery mechanisms. The study also found that using formative feedback in language instructions significantly promotes learners’ language abilities.
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