Years

Age Range
of EFL Teaching
Highest
Approximate
Level
Experience
Frequency
ofNumber
Education
of Providing
Types
of Students
Perceived
of Written
Written
per
Effectiveness
Corrective
Class
Corrective
Main Function
Students
Feedback
Feedback
of Written
ofPerceptions
Written
Used
Frequency
Corrective
Corrective
ofof
Feedback
Written
Student
Feedback
Corrective
Engagement
Feedback
with Feedbac
20-29 11 Bachelor 30 Always Focused IneffectiveAssessmenNeutral Sometimes
50-59 21 Master 24 Always UnfocusedIneffectiveGuidance Neutral Often
30-39 12 Bachelor 44 Always Direct Neutral MotivationNeutral Always
20-29 5 Master 40 Always Focused Very EffectError CorreNeutral Never
50-59 7 Bachelor 23 Often Direct Effective MotivationPositive Often
50-59 5 Master 39 Always Direct Very EffectError CorrePositive Rarely
50-59 16 Master 28 Rarely Focused Effective MotivationPositive Always
50-59 21 Master 44 Often Indirect Effective Error CorrePositive Rarely
30-39 4 Bachelor 47 Never MetalinguisVery IneffeError CorreNegative Sometimes
50-59 13 PhD 49 Often Focused Neutral MotivationNegative Often
30-39 5 Master 47 SometimesMetalinguisNeutral Guidance Positive Always
40-49 21 Bachelor 34 Never Focused IneffectiveError CorreNeutral Always
20-29 9 Master 43 Always Direct Very EffectAssessmenPositive Rarely
50-59 15 Bachelor 20 Always Focused IneffectiveMotivationNeutral Never
40-49 16 Bachelor 39 SometimesMetalinguisNeutral AssessmenNegative Often
20-29 21 Master 28 Always Direct IneffectiveError CorreNegative Always
20-29 4 Bachelor 27 Never Focused Neutral Error CorreNeutral Always
20-29 24 Master 43 Never Indirect Neutral MotivationPositive Sometimes
40-49 16 Bachelor 33 Never UnfocusedEffective AssessmenPositive Often
30-39 14 Bachelor 46 Often Focused IneffectiveError CorreNeutral Often
40-49 22 Bachelor 37 Often Indirect Effective AssessmenPositive Always
50-59 22 Bachelor 44 Never MetalinguisIneffectiveGuidance Positive Often
50-59 17 Bachelor 40 Often Indirect Neutral MotivationNegative Often
40-49 18 Bachelor 43 Often UnfocusedNeutral Error CorreNeutral Always
20-29 6 Master 20 Rarely Indirect Very IneffeMotivationPositive Always
30-39 10 Master 31 Often Focused Effective AssessmenNegative Rarely
30-39 4 Bachelor 48 Rarely Indirect Very EffectMotivationPositive Rarely
30-39 1 Master 24 Rarely Focused IneffectiveAssessmenPositive Rarely
30-39 6 Bachelor 45 Often MetalinguisVery EffectAssessmenNeutral Rarely
20-29 1 Bachelor 20 Often UnfocusedVery IneffeGuidance Positive Often
30-39 18 Master 30 Often Indirect Neutral MotivationNegative Sometimes
20-29 19 Master 34 Always UnfocusedEffective AssessmenPositive Always
50-59 5 Master 42 Rarely Indirect Very EffectMotivationNeutral Always
20-29 3 Bachelor 48 Always UnfocusedEffective MotivationPositive Never
50-59 17 Master 40 Never Indirect Neutral MotivationPositive Sometimes
30-39 4 Master 38 Often MetalinguisEffective MotivationNeutral Sometimes
40-49 3 PhD 24 Never MetalinguisEffective Error CorrePositive Always
50-59 11 Bachelor 42 Always Focused IneffectiveAssessmenPositive Sometimes
50-59 14 Master 23 Rarely Indirect Very EffectMotivationNeutral Never
20-29 17 Bachelor 46 SometimesMetalinguisVery IneffeError CorrePositive Often
40-49 8 Master 39 Often MetalinguisEffective Error CorreNegative Rarely
50-59 22 Bachelor 27 Never UnfocusedEffective Guidance Positive Never
20-29 10 Master 28 Never MetalinguisVery IneffeGuidance Positive Rarely
30-39 1 Master 49 Never MetalinguisVery EffectMotivationNeutral Always
50-59 11 Bachelor 33 Always Focused Neutral Guidance Neutral Often
30-39 19 Bachelor 25 Always Direct IneffectiveError CorreNeutral Never
50-59 12 Bachelor 20 SometimesUnfocusedVery IneffeAssessmenNeutral Sometimes
50-59 24 Master 28 Always MetalinguisEffective MotivationPositive Often
40-49 3 Bachelor 35 Rarely Direct Neutral Guidance Negative Never
50-59 3 Master 35 Rarely Direct IneffectiveAssessmenNegative Often
20-29 4 Master 41 Never MetalinguisVery IneffeError CorreNegative Always
30-39 4 PhD 31 Often Focused Effective Guidance Neutral Sometimes
30-39 19 Master 24 Never Indirect Very EffectMotivationPositive Rarely
30-39 15 Bachelor 27 Rarely Focused Very IneffeGuidance Positive Rarely
50-59 4 Bachelor 48 Rarely MetalinguisEffective MotivationPositive Rarely
20-29 21 Master 33 Rarely UnfocusedNeutral MotivationNegative Never
50-59 18 Bachelor 46 Never Indirect Very IneffeGuidance Negative Often
40-49 19 Bachelor 30 SometimesIndirect IneffectiveMotivationNeutral Sometimes
20-29 15 Bachelor 40 Often MetalinguisVery EffectMotivationNegative Sometimes
50-59 10 Bachelor 34 SometimesMetalinguisVery IneffeMotivationNegative Never
50-59 2 Bachelor 37 SometimesUnfocusedVery IneffeAssessmenNegative Sometimes
40-49 5 Master 47 Often Focused Very EffectMotivationNegative Sometimes
50-59 11 Bachelor 39 Rarely UnfocusedNeutral Guidance Positive Often
40-49 23 Bachelor 23 Rarely MetalinguisIneffectiveMotivationNegative Often
50-59 12 Master 29 Never UnfocusedEffective MotivationNegative Often
20-29 9 Master 38 Never MetalinguisNeutral MotivationNegative Never
40-49 12 Bachelor 41 SometimesIndirect Effective AssessmenNegative Never
20-29 3 Bachelor 22 Often UnfocusedIneffectiveMotivationNegative Never
20-29 20 Master 39 Often Direct Neutral Error CorreNegative Sometimes
20-29 17 Bachelor 41 Always Indirect Very IneffeGuidance Neutral Rarely
30-39 1 Bachelor 46 Always Direct Neutral Guidance Neutral Sometimes
30-39 23 Master 31 SometimesMetalinguisEffective AssessmenPositive Often
40-49 1 Master 43 Never Direct Very IneffeError CorreNeutral Rarely
20-29 7 Bachelor 48 Rarely Focused Very EffectGuidance Positive Always
20-29 20 Bachelor 48 Rarely MetalinguisNeutral Error CorreNeutral Rarely
30-39 15 Master 38 SometimesDirect Neutral Guidance Neutral Often
50-59 11 Bachelor 33 Often MetalinguisVery IneffeAssessmenNeutral Often
20-29 20 Bachelor 43 Always Focused Neutral Guidance Positive Often
30-39 9 Bachelor 21 Never Direct Very IneffeAssessmenPositive Often
40-49 14 Bachelor 26 Often Direct Very EffectAssessmenNeutral Always
40-49 3 Master 30 Never Indirect Neutral MotivationNeutral Rarely
50-59 4 Master 41 Never Direct Effective Error CorrePositive Always
20-29 3 Bachelor 36 SometimesDirect Neutral AssessmenPositive Sometimes
30-39 12 Bachelor 47 Always MetalinguisVery IneffeError CorreNeutral Rarely
30-39 14 Bachelor 36 Always Focused Very IneffeGuidance Neutral Sometimes
50-59 17 Bachelor 46 Rarely UnfocusedEffective Error CorreNeutral Sometimes
30-39 9 Bachelor 48 Often Focused Effective MotivationNeutral Sometimes
30-39 9 Bachelor 23 Often Focused Very IneffeGuidance Positive Often
50-59 20 Master 46 Always Direct Very IneffeGuidance Negative Rarely
40-49 9 Bachelor 37 Never UnfocusedNeutral MotivationPositive Never
50-59 3 Bachelor 30 Rarely UnfocusedVery IneffeError CorrePositive Rarely
50-59 21 Bachelor 29 Rarely Focused Effective Error CorreNegative Often
40-49 4 Bachelor 32 Never MetalinguisNeutral Guidance Negative Rarely
40-49 13 Master 33 Rarely UnfocusedVery IneffeGuidance Positive Often
50-59 15 Bachelor 45 Never UnfocusedVery EffectMotivationPositive Rarely
20-29 1 Bachelor 26 Rarely Focused Effective Error CorreNegative Rarely
40-49 5 Master 26 Always Indirect Very EffectError CorreNegative Sometimes
50-59 4 PhD 27 Rarely UnfocusedNeutral Error CorreNegative Always
30-39 14 Bachelor 28 Rarely Focused Effective MotivationPositive Rarely
20-29 12 Master 33 Often Indirect Neutral MotivationNeutral Never
enced
Aspects
Whenof Student
Providing
Types of
Writing
Written
Writing
Impact
Focused
Corrective
Tasks
of Confidence
Feedback
Feedback
on inFeedback
Perceived
Feedback
Style
inisProviding
Provided
on Value
Student
Correct
On
of Motivation
Peer Written
Feedback
Teaching
Feedback
vs Teacher
LevelFeedback
Time-ConsGrammar Creative WrNegative Very Confi Teacher is Secondary School
Time-ConsGrammar Essays Neutral Neutral Both are EqSecondary School
Lack of Re Content Reports Positive Not ConfidTeacher is Secondary School
Organizati Creative WrNeutral Very Confi Teacher is Secondary School
Student ReGrammar Essays Positive Neutral Peer is BettSecondary School
Lack of Re VocabularyEssays Negative Very Not CBoth are EqSecondary School
Lack of Re VocabularyReports Positive Very Confi Both are EqSecondary School
Student ReOrganizati Essays Positive Very Confi Teacher is Secondary School
Sometimes Organizati Creative WrNegative Very Not CBoth are EqSecondary School
Student ReContent Reports Positive Very Not CTeacher is Secondary School
Student ReOrganizati Letters Negative Very Confi Teacher is Secondary School
Lack of Re VocabularyLetters Negative Very Not CPeer is BettSecondary School
Time-ConsVocabularyCreative WrNegative Very Not CTeacher is Secondary School
Grammar Essays Positive Neutral Both are EqSecondary School
Lack of Re VocabularyReports Negative Very Confi Peer is BettSecondary School
VocabularyLetters Neutral Very Not CTeacher is Secondary School
Lack of Re Grammar Reports Positive Neutral Peer is BettSecondary School
Student ReContent Creative WrPositive Very Confi Peer is BettSecondary School
Organizati Creative WrNeutral Very Confi Teacher is Secondary School
Lack of Re Grammar Reports Neutral Very Confi Both are EqSecondary School
Grammar Reports Neutral Very Not CTeacher is Secondary School
Time-ConsContent Creative WrNeutral Very Not CTeacher is Secondary School
Time-ConsOrganizati Creative WrNegative Not ConfidTeacher is Secondary School
Organizati Essays Positive Neutral Teacher is Secondary School
Organizati Letters Positive Not ConfidTeacher is Secondary School
Grammar Essays Neutral Neutral Both are EqSecondary School
VocabularyReports Negative Confident Peer is BettSecondary School
Lack of Re VocabularyLetters Negative Not ConfidBoth are EqSecondary School
Student ReGrammar Essays Neutral Very Confi Teacher is Secondary School
Lack of Re VocabularyLetters Neutral Confident Peer is BettSecondary School
Time-ConsContent Essays Neutral Confident Peer is BettSecondary School
Time-ConsVocabularyReports Neutral Confident Peer is BettSecondary School
Lack of Re Grammar Creative WrNegative Neutral Both are EqSecondary School
Time-ConsVocabularyLetters Positive Very Not CBoth are EqSecondary School
Lack of Re Content Reports Negative Very Not CBoth are EqSecondary School
Time-ConsVocabularyReports Positive Confident Teacher is Secondary School
Student ReVocabularyCreative WrPositive Very Not CBoth are EqSecondary School
Sometimes Content Creative WrPositive Very Confi Both are EqSecondary School
Time-ConsOrganizati Creative WrNegative Very Not CBoth are EqSecondary School
Lack of Re Content Letters Neutral Neutral Peer is BettSecondary School
VocabularyCreative WrNeutral Confident Peer is BettSecondary School
Lack of Re Organizati Letters Negative Not ConfidTeacher is Secondary School
Organizati Creative WrNegative Very Confi Peer is BettSecondary School
Grammar Essays Positive Not ConfidTeacher is Secondary School
Grammar Essays Negative Confident Peer is BettSecondary School
Student ReContent Reports Positive Confident Teacher is Secondary School
Time-ConsContent Essays Negative Not ConfidTeacher is Secondary School
 Lack of Re Content Creative WrNeutral Confident Peer is BettSecondary School
Time-ConsVocabularyLetters Neutral Confident Peer is BettSecondary School
Student ReContent Letters Neutral Confident Both are EqSecondary School
Lack of Re Grammar Creative WrNegative Very Not CBoth are EqSecondary School
Student ReContent Letters Positive Very Not CTeacher is Secondary School
Organizati Reports Neutral Neutral Teacher is Secondary School
Lack of Re Grammar Essays Positive Not ConfidTeacher is Secondary School
Time-ConsOrganizati Creative WrNeutral Very Confi Peer is BettSecondary School
VocabularyEssays Positive Not ConfidPeer is BettSecondary School
Lack of Re Content Essays Negative Not ConfidBoth are EqSecondary School
Sometimes Grammar Creative WrNegative Neutral Peer is BettSecondary School
Sometimes Organizati Creative WrPositive Very Not CTeacher is Secondary School
Student ReGrammar Essays Negative Very Confi Both are EqSecondary School
Lack of Re Organizati Creative WrPositive Very Confi Peer is BettSecondary School
Student ReGrammar Essays Negative Neutral Teacher is Secondary School
Lack of Re Organizati Essays Negative Confident Peer is BettSecondary School
Student ReVocabularyEssays Positive Not ConfidPeer is BettSecondary School
Time-ConsOrganizati Creative WrNeutral Not ConfidPeer is BettSecondary School
Lack of Re Organizati Creative WrNeutral Very Confi Teacher is Secondary School
Time-ConsGrammar Reports Neutral Not ConfidTeacher is Secondary School
Lack of Re Organizati Essays Positive Very Confi Peer is BettSecondary School
Lack of Re Organizati Essays Neutral Very Not CTeacher is Secondary School
Time-ConsContent Essays Negative Very Not CPeer is BettSecondary School
Student ReOrganizati Reports Neutral Very Confi Both are EqSecondary School
Time-ConsContent Essays Negative Neutral Teacher is Secondary School
Time-ConsGrammar Reports Neutral Not ConfidPeer is BettSecondary School
Lack of Re Organizati Reports Neutral Very Confi Peer is BettSecondary School
Student ReVocabularyCreative WrPositive Neutral Peer is BettSecondary School
Grammar Reports Negative Very Not CBoth are EqSecondary School
Student ReVocabularyCreative WrNegative Not ConfidTeacher is Secondary School
Time-ConsContent Letters Negative Not ConfidPeer is BettSecondary School
Content Essays Neutral Very Not CPeer is BettSecondary School
Time-ConsVocabularyLetters Neutral Confident Peer is BettSecondary School
VocabularyEssays Positive Very Confi Teacher is Secondary School
Student ReVocabularyReports Positive Neutral Both are EqSecondary School
Time-ConsGrammar Creative WrPositive Neutral Both are EqSecondary School
Lack of Re VocabularyReports Neutral Confident Peer is BettSecondary School
Sometimes Organizati Essays Positive Neutral Peer is BettSecondary School
Sometimes Grammar Essays Negative Neutral Teacher is Secondary School
Sometimes Content Reports Positive Not ConfidPeer is BettSecondary School
VocabularyEssays Neutral Very Confi Both are EqSecondary School
Content Essays Positive Not ConfidTeacher is Secondary School
Lack of Re Organizati Letters Negative Very Not CTeacher is Secondary School
Time-ConsVocabularyReports Negative Not ConfidPeer is BettSecondary School
Lack of Re Content Letters Negative Confident Both are EqSecondary School
Student ReOrganizati Reports Neutral Very Confi Teacher is Secondary School
Time-ConsVocabularyLetters Negative Confident Teacher is Secondary School
Lack of Re Organizati Creative WrPositive Very Confi Peer is BettSecondary School
Time-ConsVocabularyEssays Positive Very Confi Both are EqSecondary School
Student ReOrganizati Essays Negative Very Confi Both are EqSecondary School
Lack of Re Content Reports Neutral Neutral Teacher is Secondary School
Student ReGrammar Reports Negative Not ConfidBoth are EqSecondary School
VocabularyReports Positive Neutral Peer is BettSecondary School