English abstract
This study investigated EFL Post-Basic education teachers' and EFĽ supervisors' perceptions toward the importance of providing WCF, the practice of WCF including the techniques, focus, and follow-up methods, and the challenges teachers encounter when providing WCF. It attempted to find out if there were any statistically significant differences between teachers' and supervisors' perceptions on teachers' WCF practices. In addition, the present study aimed at identifying whether teachers' perceptions varied according to three contextual variables, the gender, teaching experience, and in-service training on WCF.
The quantitative data was collected from 156 EFL teachers who were teaching Post-Basic education grades (11-12) and 62 EFL supervisors through using an online questionnaire. The two participant groups (teachers and supervisors) were randomly selected from three governorates in Oman: Muscat, Al Batinah South, and Sharqia North.
The study findings revealed that both teachers and supervisors valued the importance of providing WCF on writing errors. The researcher found that EFL Post Basic education teachers commonly used unfocused indirect coded WCF technique. They mainly focused on forms, particularly the grammatical errors. It was also found that they often used one-draft approach after providing WCF. The supervisors' responses showed that they had similar views on these practices. Thus, there were no statistically significant differences between the perceptions of the two groups regarding teachers' WCF practices. The study found out that the only variable that had an effect on teachers' perceptions was the number of training workshops/courses received on WCF. This study revealed that teachers perceived the challenge of focusing on all types of errors (content, organisation, and language) simultaneously as the most common difficulty they were experiencing, while the supervisors thought that teachers' heavy workloads with school duties as the most common difficulty facing teachers regarding the practice of WCF.
Some suggested recommendations of the study for the Ministry of Education, EFL supervisors and teachers, and further studies were finally provided.
