Teacher Written Feedback In EFL Yemeni Context : A Qualitative Case Study Of Students' Reactions And Utilisations
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Date
2011-07
Authors
Mahfoodh, Omer Hassan Ali
Journal Title
Journal ISSN
Volume Title
Publisher
Universiti Sains Malaysia
Abstract
Teacher written feedback is the input from a reader to a writer with the effect of
providing information to the writer for revision. This qualitative case study attempted
to investigate eight English major EFL Yemeni students’ reactions to and utilisations
of their teachers’ written feedback. The study is built on the most dominant theories
in learning, writing, and revision. These theories are the cognitive process theory of
writing, the socio-cultural theory of learning, the social constructivism theory of
learning, and the revision process theory. This study has its contribution to the
pedagogy of EFL writing because its findings can provide insights on the effective
written feedback that should be provided to English major students. Data were
collected from the students’ essays, interviews, sessions of think-aloud, teachers’
written feedback, questionnaires, and classroom observations. Qualitative data were
analysed using content analysis and established analytical models in L2 writing
research. Quantitative data were analysed using descriptive statistics. Results of the
analysis of the feedback questionnaires showed that the useful written feedback was
related to weaknesses of the draft, praising students’ writing, students’ choices of
vocabulary, and development of ideas in students’ written texts. In addition, results
of the analysis of the feedback questionnaires showed that most of the reported
reasons for not understanding teachers’ written feedback included using correction
symbols, giving general written comments, and unclear handwriting of the teachers.
English major students’ affective reactions to their teachers’ written feedback
included both positive and negative elements. The students perceived their teachers’
written feedback as useful and helpful for developing their English writing skills. In
addition, the students wanted their teachers to give written feedback on all aspects of
their written texts. When giving written feedback, teachers of EFL writing mostly
assumed the roles of editors and givers of information; they focused on local issues,
such as grammar, spelling, and punctuation.
Description
Keywords
Teacher written feedback is the input from a reader , providing information to the writer for revision