Written corrective feedback: A comparative study of the preferences and beliefs of EFL teachers and learners in Saudi Arabia

Background: Corrective feedback plays the role of enabling both teachers and learners to gauge their performance reflect on development. It can vary in nature, amount, focus; nevertheless, its centrality classroom cannot be ignored. At same time, what makes it effective is way communicated. The Written Feedback (WCF) vital as a corrective measure durability for future reference. Foreign language classrooms are an active foreground practices, given that bulk correction multifaceted multimodal. However, left devices formulate best practices absence defined mechanisms. purposes this study (i) evaluate Saudi English foreign (EFL) instructors’ real supporting students with feedback; (ii) check students’ beliefs about they receive from instructors. Methods: Using writing output 92 EFL Qassim University, Arabia, nature WCF provided them by three university instructors who were free choose strategies two phases correction, followed learners’ cumulative response two, concludes number difficulties surrounding scope need researched. Results: found most used type direct regard grammatical errors, vocabulary, syntax, content evaluation. prefer errors but indirect coded correcting assignments. Conclusions: encourages focus different types when reverting learners. Furthermore, preference should cornerstone begin while giving WCF.