Yazılı geri bildirim konusunda öğretmenlerin tutum ve uygulamaları ile öğrenci beklentisinin ilişkisi: Yabancı dil olarak ingilizce yazma bağlamında uygulamadan kurama geçiş

The instruction of writing skills in EFL settings is generally deemed a demanding act that might need external reinforcement to support learners' own efforts or struggles. Given the variance in the use of teaching and learning techniques or the inequality of opportunities in educational milieus, the use of feedback might compensate for the lack of some other tools for instruction and help accelerate progress. This said, drawing on the Socio-constructivist Theory this mixed-type study aimed to find out the relationship between (a) teachers' written feedback orientations, (b) learners' written feedback expectations and (c) the nature of feedback as practiced by teachers on student papers. In order to manifest these, two scales tapping teachers' and learners' attitudes and expectations were developed. Teacher and Student Scales were administered to 99 teachers and 539 students after being piloted among different participants. To triangulate the data, several qualitative data generation tools, i.e., Critical Reflective Memos, Semi-structured Interviews, Graphic Elicitations, and Analytic Memos, were used with the involvement of 11 teachers and 61 students. As these 11 teachers were statistically found to be the representative of the larger sample in the quantitative study, the findings of the qualitative study might be transferrable to the larger group: 99 teachers, as well. Based on a set of analyses of the data collected from a dual set of participants, teachers, and students, the findings were also cross-referenced. Further, the 55 feedback papers of 11 teachers were evaluated based on the New Model of Feedback that emerged out of the implementation of the teacher scale. The results showed that teachers held highly positive thoughts towards motivational, indirect, and direct feedback respectively. Yet, in some circumstances, they avoided giving feedback on some errors particularly when they gave students more than one chance for better writing. Also, there was no direct correspondence between teachers' self-reports regarding their feedback-giving behaviors as measured by different instruments and their practices of feedback as measured by the evaluation of feedback papers. Further, with regard to students' expectations, it was found that the popularity of motivational feedback surpassed that of indirect feedback and direct feedback. Categorically, some of the students liked the idea of feedback when it was related to the form, i.e. grammar, vocabulary, or organization but they did not welcome feedback related to the ideas concerning the writing topic. Finally, teachers' and learners' feedback-related orientations diverged at several points though overlaps were also spotted. Possible reasons for the incongruence between teachers' attitudes and practices and students' expectations regarding feedback included teachers' and students' educational backgrounds, institutional demands, learners' proficiency levels, pedagogical needs, and motivation levels. Finally, this study yielded theoretical, methodogical, pedagogical implications and applications with a wide range of spectrum.