Abstract

This study set out to explore private language institute EFL teachers’ perceptions of written grammar feedback and also to specify their reasons for choosing comprehensive or selective feedback and some feedback strategies over some others. Data were collected from 30 EFL teachers by means of a questionnaire. The results indicated that the teachers have positive perceptions of written grammar feedback. Most of them also prefer direct feedback to indirect feedback strategies and tend to mark grammatical errors comprehensively. The study concludes by providing some implications for the field of EFL writing instruction.

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