Written Corrective Feedback in An ESL Malaysian Primary Classroom: Teachers’ Beliefs and Practices

Written corrective feedback (WCF) has long been debated in language learning, with questions raised about its efficacy the classroom. The use of WCF is important process learning since it benefits both educators and learners. This study aims to investigate types implemented an English primary classroom Selangor, Malaysia, explore beliefs practices 6 teachers 30 students towards WCF. Data was collected through a focus group discussion document analysis. found that served as useful guideline for improve their writing skills motivated them excel, while also helping enhance pedagogy. However, there were matches mismatches between teachers' actual practices, particularly regarding provided. While congruent provision feedback, striking incongruences contributes theory practice ESL context. It offers insights on how effectively implement teaching practices. Further research could look into impact different sources WCF, such peer teacher–student conferencing, development students’ skills, this only looked at