The Role of Written Corrective Feedback in Developing Language Skills Perceptions of libyan University EFL Teachers

Abstract

This study investigates the perceptions of EFL faculty members at Libyan universities regarding the role of Written Corrective Feedback (WCF) in enhancing language skills. Despite the theoretical importance of WCF in second language acquisition, its practical implementation often faces various contextual challenges. Using a quantitative research design, data were collected from 50 EFL instructors across several Libyan universities. The findings reveal a high level of pedagogical commitment, with 96% of participants viewing WCF as a core teaching responsibility. However, a significant "belief-practice gap" was identified, as 66% of teachers lacked formal training in WCF, relying instead on personal experience. While teachers perceived a strong positive impact of WCF on reading and writing skills, logistical barriers—primarily time constraints (54%) and large class sizes (22%)—significantly hindered the quality of feedback. The study concludes with an urgent call for institutional professional development programs (demanded by 92% of the sample) and the adoption of more sustainable, selective feedback strategies to bridge the gap between teacher beliefs and classroom realities