Perspectives of Saudi EFL Learners towards Teacher Response in Writing Courses

The purpose of this study is to explore the perspectives of 86 Saudi EFL freshmen towards their teachers' response to their writing. The participants' input has been collected via a questionnaire to shed light on the factors that influence students' attitudes about writing in English as a foreign language. The study found that the students were willing to read their essays again after the teacher commented on them which could be a sign that they realized a great value in their teacher's written comments. The participants asserted that they thought carefully about the teacher's comments and corrections which might be taken as an indication that those students considered their teacher response a great help to gain confidence in themselves as good writers. In addition, they mentioned that they paid more attention to teacher response on both surface-level errors and meaning-level errors. This was perhaps due to response effectiveness in helping them produce better writing with less mistakes. The participants also mentioned that all types of teacher response were important to them which could indicate positive attitudes toward such response on their writing and its role in developing the necessary skills to improve their writing proficiency. The study recommended that writing teachers should utilize feedback to student writing as a motivating factor to help students revise their drafts by providing focused and clear response, not over-stressing the correction of errors, and enhancing the feedback value with student-teacher conferences. Teaching conditions should be improved by reducing the number of students in writing classes and reducing other work obligations.