TPSOL Teachers' Beliefs about Providing Corrective Feedback on Learners' Writing Performance: A Transcendental Phenomenology

The purpose of this study was to investigate Teaching Persian Speakers Other Languages (TPSOL) teachers' beliefs about providing corrective feedback (CF) on TPSOL students' writing. To that end, the transcendental phenomenological design used in which experiences and practices six teachers (four male two female teachers) were examined obtain CF A series interviews conducted with teachers. Moreover, writing samples corrected by collected analyzed. Finally, data analyzed synthesized using Giorgi's (2009) five steps framework. findings indicated believed (1) is a pedagogical responsibility teachers, (2) local errors more crucial than global errors, (3) direct beneficial rather indirect oral CF, (4) peer not applicable context, (5) process compared as product. their writings; however, they had different concerning types methods CF.