An Investigation into the Beliefs of Primary School Teachers in Bhutan on Written Corrective Feedback

For ESL students in English language classrooms, writing poses a challenge, where studentscommit numerous errors, however effective corrective feedback from teachers can aidimprovement. Consequently, teachers must recognize their viewpoints on the best methods forproviding written feedback. In light of this, this study intended to ascertain the opinions ofBhutanese primary school teachers, specifically those who teach students in grades PP to VI,regarding written corrective feedback (WCF). The interaction hypothesis, which serves as thetheoretical basis for this study, contends that classroom interaction, essential to languageacquisition includes teachers’ corrective feedback. A questionnaire was distributed to tenEnglish teachers to get more insight into their perspectives on WCF. The Likert Scale wasemployed to measure teacher’s responses to the closed-ended questionnaire. The resultsdemonstrated that nearly everyone had favorable opinions about written corrective feedback onstudents' work. The results implied that to give teachers and students more knowledge andawareness of WCF, they should both have the chance to participate in training related tofeedback. Hence, language teachers would be able to provide students with a suitable WCF tohelp students enhance their writing skills.