Typology and Focus of EFL Teachers' Written Feedback on Egyptian Students Writing Proficiency

Abstract

Language proficiency requires being proficient in all language skills namely, listening, reading, writing and speaking. This process cannot be successful unless there is a qualified teacher and an attentive student, besides other variables like the curricula taught and the learning environment. Therefore, learning English as a foreign language (EFL), specifically writing, requires guidance from experienced teachers or language instructors. Part of this guidance comes in the form of teachers’ written feedback on students’ writing assignments, which is mostly characterized by being random especially in the Egyptian context. This research is, hence, important as it studies the effect of teachers’ Written Corrective Feedback (WCF) on EFL students’ writing accuracy. The study of WCF started since the sixties by the scholars of Second Language Acquisition (SLA) and Second Language (L2) writing. Although SLA scholars and L2 researchers have studied feedback theoretically as well as empirically, no consensus