TEACHER FEEDBACK ON WRITTEN WORKS: KAZAKH EFL TEACHERS' PERSPECTIVES

Abstract

This qualitative study aims to explore Kazakh English as a foreign language (EFL) teachers’ perspectives on teacher feedback on written works, as well as exploring their feedback provision practices, and challenges. The data was collected using semi-structured interviews with teachers from public, specialized, and international schools in Almaty, Kazakhstan. Transcribed collected data was analyzed through thematic analysis. The findings of the study demonstrate that feedback on written works is crucial in improving students’ writing skills. Participants favored selective feedback or feedback that is provided following the goal of writing assignment. It was also revealed that some teachers favored direct feedback while others prioritized indirect feedback, believing it would encourage students in deep and independent learning.  Additionally, insufficient time and a large number of written works to check, confusing handwriting, and cheating acts as plagiarism and overuse of AI tools are reported to be challenges faced by participants.