Résumés
Abstract
This study aimed to investigate university students’ preferences for and reported instructor practices of written feedback (WF) and how these align with instructors’ perceptions and self-reported practices in EFL writing classrooms. An 80-item survey was conducted with 13 instructors and their 210 students at a Moroccan university. The findings revealed that instructors’ perceptions aligned with students’ preferences for judgmental WF on the written text and all process-based WF subscales. However, instructors considered WF modes on the written text more important than students. In terms of practices, instructors reported employing certain WF practices (judgmental WF on the written text, content-based WF related to textuality standards, and macroaspects of writing) more often than students reported. The study emphasizes the importance of aligning classroom WF practices with students’ preferences to enhance writing performance.
Résumé
Cette étude a pour but d'examiner les préférences des étudiants universitaires et les pratiques des enseignants en matière de rétroaction écrite (RÉ), ainsi que la manière dont ces préférences s'alignent sur les perceptions des enseignants et les pratiques qu'ils déclarent dans les classes d'écriture en anglais langue étrangère (ALÉ). Une enquête de 80 questions a été menée auprès de 13 enseignants et de leurs 210 étudiants dans une université marocaine. Les résultats ont révélé que les perceptions des enseignants correspondaient aux préférences des étudiants en matière de RÉ avec jugement sur le texte écrit et sur toutes les sous-échelles de RÉ basées sur le processus. Cependant, les enseignants considèrent les modes de RÉ sur le texte écrit plus importants que les étudiants. En ce qui concerne les pratiques, les enseignants ont déclaré employer certaines pratiques de RÉ (RÉ avec jugement sur le texte écrit, RÉ basé sur le contenu lié aux normes de textualité et macro-aspects de l'écriture) plus souvent que les étudiants ne l'ont déclaré. L'étude souligne l'importance d'aligner les pratiques de RÉ en classe sur les préférences des étudiants afin d'améliorer les performances en matière d'écriture.
Parties annexes
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