Abstract

This study aimed to investigate the attitudes of female Saudi English as a foreign language (EFL) learners towards the current practices and the challenges of teacher feedback. Utilizing a quantitative approach, 87 female Saudi EFL students completed a questionnaire about their experience with teacher feedback and the problems they encountered with this during the semester. The study aimed to explore two main aspects, including the students’ attitudes towards the current practices of teacher feedback and the challenges encountered, and the students’ suggestions for improving teacher feedback practices. The study outcomes revealed that the students receive direct and positive feedback. Additionally, the students perceived the teachers’ feedback to be useful and of good quality. The findings also indicated that students expect and prefer detailed feedback on their written tasks. However, the participants reported some concerns regarding the punctuality of teacher feedback and provided suggestions to improve such practices. The study also presents the limitations and recommendations for future research.

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