Digital Learning and Corrective Feedback: Analysing Moroccan In-service EFL Teachers’ Beliefs

Abstract

The aim of this research is to investigate the beliefs and perceptions of in-service English as a Foreign Language (EFL) teachers in the Moroccan context with regard to digital learning. Corrective feedback is a key component of digital learning, applied linguistics, language pedagogy and language acquisition. In the past two decades, research on OCF has received a considerable and extensive attention to investigate the effectiveness and importance of CF in the context of digital foreign language learning. Most of these studies have shown that CF is beneficial and necessary for foreign language learners. The findings of the study shows that in-service EFL teachers have a general understanding of corrective feedback (CF) techniques, but there is a need for professional development in this area. Elicitation and implicit correction are the most commonly used CF techniques. Furthermore, teachers recognize the importance of CF for effective digital EFL instruction. However, a significant number of teachers do not use digital tools to provide CF due to technological limitations, training deficiencies, or resistance to change. Exploring 35 EFL Moroccan teachers’ beliefs concerning OCF types and importance can shed light on their instructional practices and provide insights into the effectiveness of feedback strategies employed in EFL classrooms. To address this, we adopt in this study the descriptive analytical approach as one of the scientific research methods.