Moroccan EFL Public University Instructors’ Perceptions and Self-Reported Practices of Written Feedback

Background. Since the 1990s, teachers’ written corrective feedback (WCF) has been recognized as vital in addressing linguistic issues or product aspects of writing. However, it is necessary to go beyond error correction and focus on (WF) that concerns other areas process Still, thinking these often an under-explored area.
 Purpose. This study aimed explore EFL instructors’ perceptions their self-reported practices product- process-based WF writing context tertiary education.
 Methods. The exploratory quantitative collected data from 51 Moroccan instructors through a self-developed questionnaire. questionnaire items regarding were valid acceptable for factor analysis nine subscales covering features WF, all them proved be reliable. structure allowed several comparisons during analysis.
 Results. Concerning product-oriented participants perceived applying WCF modes text important techniques. As part most highly valued effective process. Regarding product-based stated they employed text. Within reported using judgemental frequent practices. between showed mismatches four subscales, including WCF, content-based related macroaspects writing, developing evaluative judgement, Thus, admitted importance although acknowledged less frequently.
 Conclusions. verified psychometric properties self-constructed questionnaire, which was justified appropriate WF. results obtained different support effectiveness allow exploration new conceptualisation