ABSTRACT
This study explores the beliefs of B.Ed. students and teachers about the effectiveness of written feedback for the development of students’ English language writing competence. Language teachers spend much of their time providing written feedback to their students to improve their written skills. The productivity of their given feedback needs to be explored. The major stakeholder is the students. The present study explored the beliefs of teacher educators and students about the effectiveness of teachers’ written feedback for improving students’ writing competence. The qualitative approach has been used, and the case study research design was employed within it. The data was collected through two semi-structured interviews and was analyzed through thematic analysis. The findings show that the teacher-educators and the student-teachers had similar and different beliefs on the effectiveness of written feedback. Both, however, shared the challenges of giving and receiving feedback. Moreover, this study contributed to understanding the perspective of students and teachers about the effectiveness of written feedback.
