Teacher Written Feedback In EFL Yemeni Context : A Qualitative Case Study Of Students' Reactions And Utilisations

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dc.contributor.authorMahfoodh, Omer Hassan Ali
dc.date.accessioned2018-08-17T08:04:33Z
dc.date.available2018-08-17T08:04:33Z
dc.date.issued2011-07
dc.description.abstractTeacher 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.en_US
dc.identifier.urihttp://hdl.handle.net/123456789/6351
dc.language.isoenen_US
dc.publisherUniversiti Sains Malaysiaen_US
dc.subjectTeacher written feedback is the input from a readeren_US
dc.subjectproviding information to the writer for revisionen_US
dc.titleTeacher Written Feedback In EFL Yemeni Context : A Qualitative Case Study Of Students' Reactions And Utilisationsen_US
dc.typeThesisen_US
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