Turkish EFL University Instructors’ Practices in Providing Written Feedback

摘要

This study is intended to examine Turkish in-service EFL university instructors’ actual practicesin providing written feedback on students’ writing. The data were collected in a high-stake assessment situation where 26 Turkish EFL university instructors were applying for a position asa full-time staff for a university writing center. They were asked to provide written feedback on a student's argumentative paper within one hour. Later, each occurrence of feedback was categorized into six different aspects. The analyses indicated that the feedback mostly focused on grammar, with little attention given to organization and content.