Effects of covid-19: Investigating english instructors' perspectives towards written feedback in emergency remote teaching

The written feedback provided by instructors significantly influences the learning and academic progress of students in an English as a foreign language classroom. It is highly appreciated by both students and instructors as it enables them to recognize and address the strengths and weaknesses that need to be addressed in the classroom setting. The study focuses on 11 full-time English instructors affiliated with a private university in Ankara, seeking to illuminate the challenges and adaptations faced by educators within the context of written feedback during COVID-19 crisis. The study employs a qualitative approach, utilizing semi-structured interviews as the primary method of data collection. The interviews were audio-recorded, transcribed and analyzed using the MAXQDA software. Thematic analysis was applied to derive patterns and insights from the instructors' narratives, in order to address the research questions that guide the study. The results of this study showed that both written feedback practices and English instructors attitudes towards written feedback were affected by the transition to emergency remote teaching in varying degrees. First, there was a change in the medium which resulted in a direct transfer of written feedback practices from analog to digital. This transition to digital feedback caused a change in the feedback provided, which came with certain advantages (flexibility of tools, flexibility in time, increased collaboration and engagement, ease of use, and storage,) as well as some limitations (one-way communication, low readiness, technical limitations, and pedagogical support). In addition, instructors attributed certain qualities (enabling better connection with students, permanence, understandability, clarity, etc.) to written feedback. Instructors also required developmental sessions on written feedback that are systematic, technology integrated and practice-based.