摘要：Research has indicated that corrective feedback gives positive gains in students’ writing.While there is much being done on the ‘best’ practices in academic writing from Englishteachers’ and students’ viewpoints, very little or no research is available on feedback fromdisciplinary teachers’ viewpoints which is becoming more important as the need for ‘good’writing on a global level becomes essential for effective communication in all fields. Thisstudy reports on a survey of disciplinary teachers’ self assessment of their feedback in oneAmerican affiliated university in Lebanon. Specifically, teachers’ views of the various local(mechanical) and global (content) language feedback they perceive giving on undergraduatestudents’ course writing are compared to what students’ view they are receiving. Studentfocus group interviews are also carried out to further explore students’ views and preference.Main results show that disciplinary teachers’ self assessment significantly view giving morelocal language feedback than their students’ perceived receiving. However, both teachers andstudents agree that the grade on writing assignments is mainly based on global languagefeatures with very little or no feedback but with students expressing a preference for a balancebetween local and global language feedback and an opportunity to improve their writingassignments before a grade is assigned. Implications and recommendations for thet e a c h i n g / l e a r n i n g s i t u a t i o n a n d f u t u r e r e s e a r c h a r e m a d e .
