Abstract
In Pakistan, language teachers usually provide feedback on errors in L2 writings of students. Although, it is a time consuming process but they take it as important task of their duty. The present study focuses to find the preferences and practices of the teachers to provide written corrective feedback (WCF) for young learners’ texts i.e. the students’ writing at primary level. These practices and preferences are divided into: attitude of teachers towards WCF, grammatical categories mostly focused for correction, WCF methods used by the teachers and professional knowledge of teachers about WCF. The current study is descriptive in nature and survey design was adopted to precede the research. To find the preferences and practices of the teachers for WCF, questionnaire as a research tool was devised on five points Likert Scale. A sample of 107 teachers was selected through random sampling. Through questionnaire data it was explored that most of the teachers believe that providing feedback for learners’ errors at primary school level is of great importance and teachers usually use explicit method of WCF or mixture of both implicit and explicit CF methods to respond learners’ errors. Mostly the spelling errors, grammatical errors and orthographical errors are focused by the L2 teachers at this level. Further, it was explored that topics on written corrective feedback are not included in teachers’ professional development courses or trainings and teachers do not have any model to follow for corrective feedback on L2 writings.