TEACHER WRITTEN FEEDBACK IN EFL YEMENI CONTEXT: A QUALITATIVE CASE STUDY OF STUDENTS' REACTIONS AND UTILISATIONS
| dc.contributor.author | ALI MAHFOODH, OMER HASSAN | |
| dc.date.accessioned | 2016-01-18T07:49:39Z | |
| dc.date.available | 2016-01-18T07:49:39Z | |
| dc.date.issued | 2011-07 | |
| dc.description.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 oftheir 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 fmdings 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. As a result of this, the students' successful utilisations of written feedback were considerably associated to written feedback on local issues. The contextual factors related to the students, the teachers, and the written feedback played very significant roles in EFL students' reactions to and utilisations of their teachers' written feedback. Thus, this study reveals that understanding EFL students' needs and training them on how to read and utilise their teachers' written feedback are important procedures for improving the practice of providing written feedback on students' writing. It is recommended that written feedback should be provided on the content and organisation of EFL students' written texts in order to help them revise their writing and develop English writing skills. | en_US |
| dc.identifier.uri | http://hdl.handle.net/123456789/1670 | |
| dc.subject | TEACHER | en_US |
| dc.subject | STUDY | en_US |
| dc.title | TEACHER WRITTEN FEEDBACK IN EFL YEMENI CONTEXT: A QUALITATIVE CASE STUDY OF STUDENTS' REACTIONS AND UTILISATIONS | en_US |
| dc.type | Thesis | en_US |
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