Abstract

In the realm of education, feedback from peers and teachers is of critical importance. The rapid growth of electronic feedback (EF) has led to various innovations in feedback, particularly for teachers’ EF (TEF) in the context of English as a foreign language (EFL). This study contributes to the literature on feedback by examining how teachers and students in EFL writing classes were influenced by TEF offered synchronously via online class discussion, and TEF offered asynchronously via Blackboard. This study focuses on both teachers’ perceptions (elicited from interviews) and students’ perceptions (elicited from surveys) regarding their respective experiences of TEF. The study uncovered three main findings; most of the TEF addressed the content, organization, and language structure of the students’ EFL writing, and the teachers adjusted their TEF according to students’ needs and course objectives; teachers and students considered TEF to be effective and accessible.

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