Switching to Online and its Impact on Feedback Processes: A Case Study of Seven L2 English Writing Teachers

Abstract

This case study explored how the sudden switch from face-to-face to online teaching/learning has impacted the corrective feedback strategies of 7 middle and high school L2 English language writing teachers in a private school in Lebanon. The aim of the study was to investigate how these teachers adapted or altered their feedback processes in the assessment of writing. Teachers’ assessment identities are dynamic constructs composed of assessment knowledge and skills, which are impacted by social, personal, and contextual experiences. Through a feedback assessment survey, an online feedback assessment survey and an open-ended interview, the teachers critically reflected on their former corrective feedback practices as a way to unpack their current online approaches to writing assessment. This study explored the shift to online teaching, the impact on corrective feedback processes and assessment strategies, and professional development needs. Findings indicate that the teachers applied feedback formatively, used feedback to re-teach concepts, and encouraged self-assessment in their practices. However, in most instances, their varied feedback processes declined with the advent of online teaching, and they could not clearly articulate how their assessment practices altered with the adoption of online instruction. Most stated that they would go back to their original practices as soon as they were back face-to-face in the classroom. Finally, some teachers agreed that professional development would have helped them with the switch to online learning, but they adapted to this environment on their own.