Finding Theoretical and Non-Theoretical Teachers’ Written Corrective Feedback Approaches in Higher Education Institutions of Sindh

Abstract

Abstract: Pakistani students face writing deficiency problem, for coping with it, Pakistan has started understanding the role of written corrective feedback in writing development, but it is lagging behind in researching theories of written feedback. Theories are reliable, they save time and provide desired results, the world has started testing theories, while Pakistan is lacking data to resolve the problem and is unable to make use of current development in the field. This study aimed at finding theoretical and non-theoretical WCF approaches utilized by teachers, for getting deep insights qualitative research design was used and public sector universities were included in the study. The results revealed that few Pakistani teachers are familiar with SLA theories of written feedback and their approach is based on indirect feedback while most of them are unfamiliar with the theories and mainly rely on elements of direct feedback, which is outdated and unsuited for all situations. Policy makers should design a framework to diagnose the issue without it, feedback practices will be vain and directionless.

Keywords: Written Corrective Feedback, Direct Written Feedback, Indirect Written Feedback, SLA Theories, Teaching Approaches, Higher Education Institutions, Writing Development