In recent years, the role of written corrective feedback (WCF) in English as a Foreign Language (EFL) instruction has garnered increasing attention among educators and researchers alike. A groundbreaking mixed-methods study published in BMC Psychology (2025) by Mostafavi, Shokrpour, and Afraz delves deeply into the beliefs, practices, and awareness surrounding WCF among EFL teachers, shedding light on the intricate dynamics between pedagogical theory and classroom realities. This comprehensive research not only evaluates how teachers perceive and utilize written corrective feedback but also explores the underlying cognitive and instructional frameworks that guide their decision-making processes.
At the heart of this investigation lies the complex phenomenon of corrective feedback—an essential pedagogical tool designed to help language learners recognize and rectify their errors in writing. Written corrective feedback, specifically, stands as a critical catalyst in language development, offering learners targeted input that can facilitate the internalization of grammatical rules, vocabulary usage, spelling, and overall syntactic accuracy. Yet, despite its widespread acknowledgment as a beneficial technique, the efficacy and application of WCF remain highly nuanced, influenced heavily by teacher beliefs and contextual constraints.
Mostafavi and colleagues embarked on this study to bridge the gap between theoretical expectations and practical execution of WCF in diverse EFL teaching contexts. Utilizing a mixed-methods approach allowed the researchers to combine quantitative data analysis with qualitative insights, thereby capturing a holistic view of EFL teachers’ attitudes and methodologies regarding corrective feedback. This approach revealed a spectrum of conceptualizations, ranging from teachers who view WCF as indispensable to those more skeptical of its impact due to concerns about student motivation and anxiety.
The quantitative phase of the study involved distributing structured questionnaires to a large cohort of EFL teachers spanning varied educational settings. This survey aimed to measure the frequency, type, and perceived effectiveness of different WCF methods, including direct correction, indirect error indication, metalinguistic feedback, and reformulation. Statistical analyses identified prominent trends such as a preference for indirect feedback techniques, which, according to many respondents, foster greater learner autonomy and deeper cognitive engagement compared to direct corrections.
Complementing the survey findings, in-depth interviews provided a qualitative dimension that fleshed out the nuanced beliefs underpinning these preferences. Teachers articulated a range of philosophical and practical rationales governing their feedback strategies. Many highlighted the tension between the aspiration to nurture learner independence and the imperative to correct errors swiftly to prevent fossilization of mistakes. They also underscored the significant influence of institutional policies, class sizes, and assessment regimes on their ability to implement ideal WCF practices.
One particularly illuminating aspect uncovered by the study relates to teacher awareness and training. While most participants acknowledged the importance of WCF, varying degrees of understanding about different corrective techniques were evident. Teachers who had engaged in specialized professional development exhibited greater confidence in employing metalinguistic and indirect feedback methods, suggesting a direct correlation between pedagogical knowledge and feedback sophistication. This finding signals an urgent need for enhanced in-service training programs tailored explicitly to WCF strategies.
Moreover, the psychological dimensions of corrective feedback emerged as a critical consideration. Teachers expressed concerns that overly direct or frequent corrections might demotivate learners or provoke anxiety, potentially hampering language acquisition. This insight aligns with cognitive-affective theories emphasizing the delicate balance between error correction and learner affect. The study thus situates WCF within a broader socio-emotional context, advocating for feedback approaches that are not only linguistically effective but also emotionally supportive.
From a technical standpoint, the research also addressed the timing and modality of written corrective feedback. Teachers debated the merits of immediate versus delayed feedback, with implications for memory consolidation and cognitive processing. Immediate feedback can capitalize on the recency of the learner’s output, enhancing error recognition, whereas delayed feedback may foster reflective learning and self-correction skills. This dichotomy underscores the absence of a one-size-fits-all strategy, emphasizing instead the adaptability of feedback in response to learner profiles and objectives.
Another layer of complexity pertains to the types of errors most commonly targeted by EFL teachers. Grammatical mistakes, spelling errors, and vocabulary misuse were prioritized to varying degrees depending on the instructional focus and learner proficiency levels. Interestingly, many educators distinguished between surface-level errors, which often receive direct correction, and deeper discourse or content-related issues, which are typically addressed more indirectly to avoid overwhelming students.
Technological advances in education offer further avenues to optimize written corrective feedback. The study touches upon the integration of digital tools such as automated error detection software and online annotation platforms. These technologies can potentially ease teacher workload while providing consistent, detailed feedback. Nevertheless, the researchers caution against overreliance on automated feedback, advocating for a balanced approach that preserves the human element crucial for empathetic and contextualized responses.
Importantly, the research highlights cultural factors influencing teacher beliefs and practices regarding WCF. In many EFL contexts, traditional educational paradigms emphasizing authority and error elimination shape instructors’ inclination toward more direct correction styles. Contrastingly, environments that foster learner autonomy and communicative competence tend to favor subtler, student-centered feedback mechanisms. This cultural dimension reinforces the necessity of contextual sensitivity in designing effective feedback interventions.
The implications of Mostafavi et al.’s study ripple beyond immediate pedagogical strategies, provoking reconsideration of teacher education curricula and language policy frameworks. By unearthing the multidimensional nature of beliefs and practices related to WCF, the research advocates for a holistic recalibration that empowers teachers with both theoretical understanding and practical tools aligned with the emotional and cognitive needs of learners.
In conclusion, this study offers pioneering insights into the interplay of teacher cognition, pedagogical practice, and learner psychology in the realm of written corrective feedback within EFL education. Its comprehensive exploration underscores that successful implementation of WCF hinges on a delicate balance of instructional techniques, emotional intelligence, cultural awareness, and adaptive use of technology. As the global demand for English proficiency continues to surge, harnessing the full potential of written corrective feedback stands as a critical frontier in optimizing language acquisition and empowering both teachers and learners in diverse instructional landscapes.
Subject of Research: Teacher beliefs, practices, and awareness of written corrective feedback in EFL contexts
Article Title: Beliefs, practices, and awareness of written corrective feedback among EFL teachers: a mixed-methods study
Article References:
Mostafavi, M., Shokrpour, N. & Afraz, S. Beliefs, practices, and awareness of written corrective feedback among EFL teachers: a mixed-methods study.
BMC Psychol (2025). https://doi.org/10.1186/s40359-025-03861-z
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