Teachers’ Written Corrective Feedback and Learners’ Uptake.

Abstract

The notions of teachers’ written corrective feedback and learners’ uptake have sparked a lot of attention in the EFL teaching and learning research. On the one hand, they both operate in a complimentary logic pursuing a higher degree of the writing skill. On the other hand, they impose a joint duty on both teachers and students by personifying language engagement through feedback provided by teachers. The current study seeks to shed light on the influence of teacher's written corrective feedback on students’ uptake as well as the function of this latter in improving students' writing. The study seeks to answer the following questions: 1) What sort of written corrective feedback is more effective and results in higher student uptake? 2) How well does the learners’ uptake reflect the needs of the students? 3) What are the problems that students find hard to overcome when writing? 4) What are the main reasons for not taking written corrective feedback into consideration? In order to gather the necessary data, two questionnaire were administered, one for second year students of English and the other for EFL teachers at Mila University Center. The findings indicate that despite the utilization of diverse forms of written corrective feedback by teachers, its effectiveness is limited and falls short in facilitating learners' uptake.