RESUMO
This study explores teachers' written corrective feedback (WCF) strategies and investigates factors determining teachers' WCF practices in English composition classes taught at King Saud bin Abdulaziz University for Health Sciences. Through a thematic analysis of online surveys, instructor written feedback practices on student writing, and semi-structured interviews, the results show that most English composition instructors provided written feedback on all forms of issues and practiced more direct than indirect feedback on correcting those issues. They gave feedback in the margin and end-note feedback on student writing. Their written feedback practices were due to contextual factors, namely their beliefs about errors, their types and students' proficiency levels. This study discusses the limitations, and implications of the study findings and ends by making some recommendations for English writing instructors and curriculum designers.
