Unlocking the Influence of Training on Language Instructors’ Written Corrective Feedback Literacy

Abstract

This study examined the formation of writing instructors' written corrective feedback (WCF) philosophies and evaluated the effectiveness of a one-shot WCF training session in facilitating teacher transformation in WCF practices, a common professional development practice to train in- service language instructors at universities. Four writing instructors, with varying levels of experience and educational background, teaching in a school of foreign languages in Türkiye volunteered for the study. Prior to the training, seven essays that the instructors provided WCF for were collected. To expand their knowledge of WCF, the instructors then participated in a one-hour WCF training program, which covered types of WCF, forms of WCF, stages of WCF, the benefits of WCF, and some helpful tips for WCF. After the training, the instructors assessed and provided WCF for an additional seven essays. Data were collected through semi-structured interviews and WCF analysis of essays and analyzed using a rubric including all themes covered in the training and a thematic analysis of interview themes. The results suggested instructors' WCF philosophies were shaped by a combination of experience, school policies, and master's education. Furthermore, while the one-shot training program did not entirely transform the instructors' WCF philosophies, it had some impact on their practices.