English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Tools annual

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools monthly

Global: Zendy Plus monthly

Presents the access of premium content as premium feature

Premium Content

Global: Zendy Plus annual

Global: Zendy Free Plan

The current study investigated written corrective feedback (WCF) in the General Foundation Programme (GFP) in one of the Omani private universities. This paper, which is based on a doctoral research study, will focus only on three research questions: (a) what are the writing teachers’ beliefs with regard to WCF? (b) What are their practices with regard to WCF? (c) To what extent do the teachers‘ beliefs and practices regarding the provision of WCF on the students‘ writing align? The participants of the study were a sample of writing teachers and some of their students. Semi-structured interviews, classroom observations, student focus groups and student text analysis were used as research instruments. The study revealed both congruence and incongruence between the teachers’ beliefs and practices. Some implications, which might be useful for writing teachers and researchers in WCF and teacher cognition, are put forward.

Comparing the General Foundation Programme’s English Teachers’ Beliefs and Practices Regarding Written Corrective Feedback in an Omani EFL Context