Exploring EFL Teachers’ Beliefs and Self-Reported Feedback Provision on Learners’ Writing in an EAP Context

This paper reports on one case study that was designed for piloting one data collection method, mainly individual interviews. It aimed at exploring the nature of formative and summative feedback held by teachers on their learners’ Second Language (L2) writing. This was conducted through carrying out interviews with 6 teacher participants in a context of English for Academic Purposes (EAP), whilst observing sample documents of teachers’ written feedback on students’ writing assessments. Based on participants’ self-reported practice, the semi-structured interview method served in gaining an initial understanding of teachers’ beliefs about feedback. Testing the interview questions had contributed to the validity of the research tool in terms of adequately addressing the research questions. The pilot had a significant role in informing and developing the research study design.