The relationship between teachers’ written feedback preferences, self-efficacy beliefs and burnout levels

Dinçay Köksal, Emrah Özdemir, Gülşah Tercan, Süleyman Gün, Emre Bilgin

Abstract


This study investigated EFL teachers’ perceptions of written corrective feedback and the relationship between their written corrective feedback preferences, self-efficacy beliefs and burnout levels. In order to investigate the effect of these contextual factors on teacher perceptions and preferences in an EFL setting, a mixed-methods design which integrated quantitative and qualitative techniques and methods was used. A total of 36 instructors teaching English at various state universities in Turkey participated in the study. For data collection, three different questionnaires and semi-structured interviews were used. Results demonstrated a significant correlation between written corrective feedback preferences and burnout levels of the participant teachers. They also indicated a significant correlation between written corrective feedback preferences of teachers and their self-efficacy levels. Among other results, explicit and unfocused written feedback preferences of teachers and the relationship between their preferences and their experience levels were significant.


Keywords


Written corrective feedback, teacher burnout, self-efficacy beliefs

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