Seohyun Penn. (2018). Native and Nonnative English speaking teachers’ feedback
beliefs and practices. Language Information, Volume 26. 51-78. The present study
investigates native and nonnative English teachers’ beliefs of teaching writing
and giving feedback and how they give feedback to Korean EFL student writing.
The data were collected from 74 English teachers (38 NESTs and 36 NNESTs)
in order to examine their teaching methods of writing, feedback beliefs and their
self-reported feedback practice. The survey responses were analyzed using a
structured coding method (Saldana, 2009) and actual feedback points were
analyzed using Analytic Model for Teacher Commentary (Ferris, 1995) and Error
Categories (Ferris, 2012). The findings indicated that both groups of teachers
considered teaching English writing and giving feedback to EFL students an
integral part of students’writing and linguistic development. NESTs and NNESTs
demonstrated comparable ways of giving feedback to student writing: 70% of
their feedback was corrective feedback while 30% consisted of teacher
commentaries. While teachers were cautious in giving content feedback avoiding
teacher appropriation, they marked every error they saw on the students’ writing.
The most salient differences emerged from the amounts of feedback they gave
and the time spent on student writing. Based on the results obtained in this
study, various instructional insights and implications for EFL teachers were
discussed in the areas of teaching and giving more effective feedback. The current
study warrants the necessity of implementing teacher training for both NESTs
and NNESTs in Korean EFL settings.
Key words: teacher feedback, native and nonnative English speaking teachers,
teachers' beliefs, English writing, Korean English learners.