Written feedback on local and global issues in English education : A study on Swedish ESL teachers’ feedback practices and beliefs

Sammanfattning

This study aims to explore Swedish upper secondary school English teachers’ practices and beliefs regarding written feedback on local and global issues in English writing assignments as well as to investigate to what extent their practices and beliefs align. To achieve this, a mixed-method approach was employed by analyzing examples of written feedback and interviewing the in-service teachers who had written it. The findings indicate that the teachers provide more feedback on local aspects such as grammar while the global aspects of content, coherence, and cohesion appear to receive less focus. Additionally, the results suggest that the teachers have slightly different beliefs when it comes to local and global aspects in written feedback, which may be due to the influence of external factors, such as time constraintsnav and the national test, and individual experience. Finally, the findings indicate various degrees of alignment between the teachers’ beliefs and their actual feedback practices.