Educational Effectiveness Research (EER) has been approached as an umbrella concept in this study. It focused on effectiveness concerns among Tunisian EFL tertiary writing teachers in relation to their beliefs and practices concerning Written Corrective Feedback (WCF) provision to improve the learners’ written accuracy. This study addresses the paucity of cutting-edge research in addressing EFL teachers’ professional development in relation to writing instruction and feedback provision. This study is a Participatory Action Research (PAR) in nature and it has a mixed-methods sequential design. The data collection was ensured through a survey, two semi-structured interviews, focus-group discussion, reflective journals, and documents analysis. The quantitative data were analyzed statistically, while the qualitative data was analyzed through the lens of thematic analysis. The findings of the study culminated in gaining deeper insights into WCF effectiveness measures in relation to EFL teachers’ beliefs, practices, and professionalism. Also, a proposed model has been generated to illustrate the main research contributions. This study brings to the fore further implications, conclusions, and suggestions for further research.
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- Citation du texte
- Emna Maazoun (Auteur), 2026, The Road That Should Be Taken in Teachers’ Professional Development in Providing Written Corrective Feedback in Tunisia, Munich, GRIN Verlag, https://www.grin.com/document/1695766
