ENG: written feedback practices of EFL teachers on upper secondary school students’ essays: a case study of Narva

Abstract

This thesis investigates written feedback practices on students’ essays among EFL teachers in Narva upper secondary schools. The study examines what kinds of feedback teachers provide, what criteria and approaches guide their feedback practices, what difficulties they encounter, and whether they are able to distinguish between human-written and AI-generated feedback. The thesis consists of an introduction, two core chapters and a conclusion. The first chapter presents the theoretical background of written feedback in EFL writing and the role of AI in feedback. The second chapter describes the empirical study, research methodology, questionnaire data collection, and analysis of the findings. The study provides insights into current feedback practices and teachers’ perceptions of AI-generated feedback in EFL writing instruction. Keywords: written feedback, EFL writing, AI-generated feedback, essay, upper secondary school.