Arab World English Journal (AWEJ) Volume 12. Number4   December 2021                                Pp. 103- 117

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Kurdish EFL Learners’ Perceptions towards Written Corrective Feedback and Its Types:
An Investigative Study

Rizgar Qasim Mahmood
English Department, College of Education
Salahaddin UniversityErbil, Iraq


 Received:   8/10/2021             Accepted:  10/12/2021                       Published: 12/15/2021


Written Corrective Feedback has been one of the most controversial topics (Waller, 2015), and it has been researched extensively. Still, the lack of research among Kurdish EFL learners made it necessary to conduct the current research. This study focuses on investigating learners’ perceptions of written corrective feedback and its types. It attempts to answer what the Kurdish EFL learners’ perceptions of written corrective feedback are, and what types of written corrective feedback among Kurdish Learners are preferred. Answering these questions is significant as the results can be used by both teachers and learners to improve learners’ writing accuracy. A survey questionnaire was distributed to collect data. After analyzing data, the results reveal that most Kurdish EFL participants were not fully aware of WCF and its effectiveness as a learning tool. However, they still expected their writing teachers to provide them with WCF in writing tasks. Also, the results indicate that Kurdish EFL learners preferred two types of WCF: explicit and implicit WCF. Hence, the results have many pedagogical implications for writing teachers and learners. Firstly, it shows how EFL learners from other countries and contexts perceive WCF, and secondly, results encourage writing teachers to give more attention and value to WCF.
Keywords: Kurdish EFL Learners, learner’s perceptions, written corrective feedback, foreign context, learning tools, university students

Cite as:  Mahmood, R. Q. (2021).  Kurdish EFL Learners’ Perceptions towards Written Corrective Feedback and Its Types: An Investigative Study. Arab World English Journal, 12 (4) 103- 117.


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Received: 8/10/2021
Accepted: 10/12/2021   
Published: 12/15/2021 

Rizgar Qasim Mahmood holds MA in  Linguistics/TESL from the California State University, Northridge, USA (2019). He is currently working in Iraqi Kurdistan as an assistant lecturer at Salahaddin University, Erbil. He researches in the areas of Second Language Acquisition/ Pronunciation, Teacher Education/ Teacher Cognition, Teaching English as a second/foreign language, Writing Skills and Corrective Feedback, Native and Nonnative English Teachers, Comparative Languages, L2 Motivation, Language Learning Strategies, and Classroom-based Practice. He is also a Fulbright Alumni.