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


KÖKSAL D. , Gün S., Tercan G., Özdemir E.

Journal of Language and Linguistic Studies, cilt.14, ss.316-327, 2018 (ESCI İndekslerine Giren Dergi)

  • Cilt numarası: 14 Konu: 4
  • Basım Tarihi: 2018
  • Dergi Adı: Journal of Language and Linguistic Studies
  • Sayfa Sayıları: ss.316-327

Özet

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.