dc.contributor.author | Zayani, EM | |
dc.contributor.author | Troudi, S | |
dc.date.accessioned | 2023-10-17T12:32:58Z | |
dc.date.issued | 2023-10-01 | |
dc.date.updated | 2023-10-17T11:17:02Z | |
dc.description.abstract | This paper is located in the research area of writing assessment and feedback literacy at the
Tunisian EFL tertiary level which is still an under-investigated research area (Maazoun 2020,
Athimni (2020), and Enneifer (2021). This research study attempts to address this gap by
investigating WCF effectiveness in the foreign language classroom which has been considered a
debatable topic of research. Most studies have either supported or debunked the implementation
of WCF to enhance grammatical accuracy. However, very few studies have looked beyond this
debate. Therefore, this study is an attempt to go beyond this traditional debate to investigate the
WCF issue through revisiting Bachman’s (1990) model of communicative language competence
which consists of textual and pragmatic competencies. The rationale behind opting for Bachman’s
(1990) framework is informed by the research objectives which focus on unveiling Tunisian EFL
tertiary teachers’ beliefs about their students’ communicative competencies in relation to writing
literacy. The analysis of the closed-ended questionnaire and the semi-structured interview has led
to in-depth findings of WCF beliefs of twenty EFL writing teachers who are currently working at
the Tunisian tertiary level. Their lack of focus on on pragmatic competence led to considerable theoretical and practical insights. | en_GB |
dc.format.extent | 21-53 | |
dc.identifier.citation | Vol. 10(2), article 2 | en_GB |
dc.identifier.uri | http://hdl.handle.net/10871/134273 | |
dc.language.iso | en | en_GB |
dc.publisher | International Journal of Humanities and Cultural Studies | en_GB |
dc.relation.url | http://www.ijhcs.com/index.php/IJHCS/article/view/324/305 | en_GB |
dc.rights | © 2023 Emna Maazoun Zayani, Salah Troudi. Open access | en_GB |
dc.subject | WCF | en_GB |
dc.subject | Writing | en_GB |
dc.subject | Communicative Language Competence | en_GB |
dc.subject | EFL Teachers | en_GB |
dc.subject | Beliefs | en_GB |
dc.title | Beyond the Written Corrective Feedback (WCF) Debate: Tunisian EFL University Lecturers’ Views of their WCF Practices | en_GB |
dc.type | Article | en_GB |
dc.date.available | 2023-10-17T12:32:58Z | |
dc.identifier.issn | 2356-5926 | |
exeter.article-number | 2 | |
dc.contributor | Troudi, S | |
dc.description | This is the final version. Available on open access from IJHCS via the link in this record | en_GB |
dc.identifier.eissn | 2356-5926 | |
dc.identifier.journal | International Journal of Humanities and Cultural Studies (IJHCS) | en_GB |
dc.relation.ispartof | International Journal of Humanities and Cultural Studies (IJHCS), 10(2) | |
dc.rights.uri | http://www.rioxx.net/licenses/all-rights-reserved | en_GB |
dcterms.dateAccepted | 2023-08-01 | |
dcterms.dateSubmitted | 2023-06-02 | |
rioxxterms.version | VoR | en_GB |
rioxxterms.licenseref.startdate | 2023-09-01 | |
rioxxterms.type | Journal Article/Review | en_GB |
refterms.dateFCD | 2023-10-17T11:17:04Z | |
refterms.versionFCD | AM | |
refterms.dateFOA | 2023-10-17T12:33:00Z | |
refterms.panel | C | en_GB |
refterms.dateFirstOnline | 2023-10-01 | |