Abstract
Written feedback (WF) in English as a foreign language (EFL) writing has been explored from two perspectives, including product-based WF, which is provided on completed drafts, and process-based WF, which can be used during pre-, while-, and post-writing. Students' perceptions have been mainly investigated in relation to product-oriented WF preferences and practices, but not in comparison to the two WF approaches. This exploratory quantitative study examined students' preferences and reported instructor practices of the product and the process approaches of WF in the higher education EFL writing context. Data were collected from 468 Moroccan students through a questionnaire covering the characteristics of the two WF types using nine different subscales, enabling several comparisons during data analysis. Four principal component analyses were employed to validate the questionnaire. The data and sampling in each case were appropriate for factor analysis (0.78 ≤ KMO ≤0.93). Reliability values (0.71 ≤ Cronbach's alpha ≤0.95) were acceptable. 1) Students reported higher preferences for receiving written corrective feedback; effective WF modes containing specific, personalized, and detailed WF supporting the identification of the next steps in the writing process; and content-based WF related to macroaspects (e.g., the range of ideas and the development and relevance of a topic, purpose, genre, context, and audience). 2) Moreover, they reported that their instructors used these approaches more often than other WF techniques. 3) However, there were discrepancies between the two constructs in the case of all subscales. Students perceived that mostly all the techniques of the two approaches of WF are of great importance in EFL writing classes; however, they mostly all reported that, in comparison to their preferences, instructors applied them less frequently. The study suggests adapting instructor WF practices to students' preferences to effectively develop their writing skills.