Teachers’ Use of Written Feedback in E-learning. Case of EFL Teachers at Mohammed Boudiaf, M’sila Univsersity

Abstract

Teachers’ written feedback can be used to evaluate and detect variations between the language forms of the students’ native language and their target language production in order to improve their linguistic competence (Storch & Wigglesworth, 2010). With everyone seeking E-learning due to the damage that the Covid-19 caused, This descriptive research attempts to investigate the types of written feedback that are mostly used by EFL teachers of M’sila University at the Department of Letters and English Language as well as to explore their perceptions and attitudes towards it. A quantitative data analysis approach was incorporated using a structured online questionnaire as a data collection tool, which was distributed to 30 teacher. The results state that EFL teachers use Moodle as their main tool in E-learning. The types of written feedback that are used by EFL teachers are ordered depending on their preferences: positive feedback, suggestive feedback, content feedback, integrated feedback, coded feedback, direct feedback, form feedback, and lastly negative feedback. Moreover, teachers acknowledge the significance of written feedback in E-learning with a mean of 4.25