Exploring The Perceived And The Actual Written Feedback Preferences Between Efl Students And Teachers In The Uae

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Exploring the Perceived and the Actual Written Feedback Preferences Between EFL Students and Teachers in the UAE

Author : Najah Asad Mohammadi
Publisher :
ISBN 13 :
Total Pages : 240 pages
Book Rating : 4.:/5 (11 download)

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Book Synopsis Exploring the Perceived and the Actual Written Feedback Preferences Between EFL Students and Teachers in the UAE by : Najah Asad Mohammadi

Download or read book Exploring the Perceived and the Actual Written Feedback Preferences Between EFL Students and Teachers in the UAE written by Najah Asad Mohammadi and published by . This book was released on 2016 with total page 240 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study aimed at exploring the perceived and the actual written feedback preferences between EFL students and teachers in the UAE. To achieve this aim a convergent parallel mixed-method research design was employed. The quantitative means featured self-report questionnaires for both teachers and students regarding their different types of feedback preferences. Teachers of cycle 3 (n=67) and eleventh grade students (n=116) in public schools participated in this study. Moreover, the qualitative means were collected through interviews which were conducted with teachers (n=23) and students (n=22) who were selected from the initial pool of both samples. Additionally, 28 documents from actual written feedback by teachers were incorporated for in-depth analysis to investigate the actual feedback provided by the teachers. Results of the study revealed that there were more similarities than variations among the teachers and students' feedback preferences. Moreover, there were some variations among teachers' perceived preferences and their actual practices of feedback provision. Furthermore, the students' preferences aligned with their teachers actual practices. Additionally, when the teachers interviewed, the teachers revealed some factors that affect the use of feedback, such as schools' demands and orientations regarding feedback, students' proficiency levels and the nature of tasks and lessons objectives. Students viewed direct correction as viable option for them but it is not necessary needed with easy and simple tasks errors. The study offered some recommendations for teachers, curriculum planning, instruction and research.

Feedback in L2 English Writing in the Arab World

Author : Abdelhamid M. Ahmed
Publisher : Springer Nature
ISBN 13 : 3030258300
Total Pages : 267 pages
Book Rating : 4.0/5 (32 download)

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Book Synopsis Feedback in L2 English Writing in the Arab World by : Abdelhamid M. Ahmed

Download or read book Feedback in L2 English Writing in the Arab World written by Abdelhamid M. Ahmed and published by Springer Nature. This book was released on 2020-03-03 with total page 267 pages. Available in PDF, EPUB and Kindle. Book excerpt: This edited book uses case studies to offer a comprehensive picture of the feedback practices and perceptions pertinent to English as a Foreign Language (EFL) writing in the Arab world. It highlights essential themes about feedback in L2 writing in eight Arab countries, and offers a detailed critical analysis of feedback practices and perceptions in six of these: Egypt, Morocco, Oman, Saudi Arabia, Tunisia and the United Arab Emirates. The book will appeal to an international readership of academics, researchers and practitioners interested in EFL writing in the Arab world.

EFL University Students' Perceptions and Preferences of Teachers' Written Feedback in the English Writing Class

Author :
Publisher :
ISBN 13 :
Total Pages : 0 pages
Book Rating : 4.:/5 (134 download)

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Book Synopsis EFL University Students' Perceptions and Preferences of Teachers' Written Feedback in the English Writing Class by :

Download or read book EFL University Students' Perceptions and Preferences of Teachers' Written Feedback in the English Writing Class written by and published by . This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Teaching EFL Writing in the 21st Century Arab World

Author : Abdelhamid Ahmed
Publisher : Springer
ISBN 13 : 1137467266
Total Pages : 272 pages
Book Rating : 4.1/5 (374 download)

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Book Synopsis Teaching EFL Writing in the 21st Century Arab World by : Abdelhamid Ahmed

Download or read book Teaching EFL Writing in the 21st Century Arab World written by Abdelhamid Ahmed and published by Springer. This book was released on 2016-08-20 with total page 272 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teaching EFL Writing in the 21st Century Arab World addresses a range of issues related to researching and teaching EFL writing in different countries in the Arab World including Egypt, Morocco, Oman, Palestine, Tunisia, UAE and Yemen. Both theoretically and practically grounded, chapters within discuss the different contexts in which EFL writing is taught, from primary school to university. The book sheds light on how EFL writing is learned and taught at each educational stage, exposing the different challenges encountered in the teaching and learning. The focus on EFL writing in the Arab World makes this a unique and long overdue contribution to the field of research around EFL writing and will be an invaluable resource for researchers, curriculum designers and students.

The Relevance of Corrective Feedback for the Development of Writing Competences in Secondary Level EFL Classrooms

Author : Kevin Salzmann
Publisher : GRIN Verlag
ISBN 13 : 3668160945
Total Pages : 37 pages
Book Rating : 4.6/5 (681 download)

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Book Synopsis The Relevance of Corrective Feedback for the Development of Writing Competences in Secondary Level EFL Classrooms by : Kevin Salzmann

Download or read book The Relevance of Corrective Feedback for the Development of Writing Competences in Secondary Level EFL Classrooms written by Kevin Salzmann and published by GRIN Verlag. This book was released on 2016-02-25 with total page 37 pages. Available in PDF, EPUB and Kindle. Book excerpt: Seminar paper from the year 2015 in the subject Didactics for the subject English - Pedagogy, Literature Studies, grade: 1,3, University of Kassel (Institut für Fremdsprachenlehr- und Lernforschung, Interkulturelle Kommunikation), course: Hauptseminar: Error Analysis, language: English, abstract: Given that mistakes and errors are inevitable in second language acquisition, EFL teachers have to provide corrective feedback (CF) for their students to promote writing accuracy. In second language acquisition research, CF is a topic of great interest since Truscott (1996) argued that error correction has no significant effect for students’ new pieces of writing. Ferris (1999) and several other advocates have proven that different types of CF can be beneficial for L2 writing accuracy; however, as this thesis will demonstrate, direct and indirect types, as well as focused and unfocused types of error correction rely on different didactic approaches with different effects in students’ language awareness to be expected. As studies on written corrective feedback present divergent results, further research has to be done to get deeper insight into feedback practices that also include personality factors and other individual learner differences that might affect students’ perceptions of different CF strategies.

Native and Non-native English-Speaking EFL Teachers' Written Feedback on Chinese EFL Learners' Writing

Author : Xiaolong Cheng
Publisher :
ISBN 13 :
Total Pages : 0 pages
Book Rating : 4.:/5 (139 download)

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Book Synopsis Native and Non-native English-Speaking EFL Teachers' Written Feedback on Chinese EFL Learners' Writing by : Xiaolong Cheng

Download or read book Native and Non-native English-Speaking EFL Teachers' Written Feedback on Chinese EFL Learners' Writing written by Xiaolong Cheng and published by . This book was released on 2020 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Although the last few decades have witnessed studies on teacher written feedback flourishing in the realm of L2 writing, some issues in this field remain under researched: Teachers' theorizations and implementations of written feedback in their specific instructional settings, the effects of teacher written feedback on other dimensions of writing in addition to writing accuracy, and students as the insiders' perceptions on the effects of teacher written feedback. In order to fill such important lacunas, this study used a mixed-methods approach to investigate native and non- native English-speaking (NES and NNES) teachers' written feedback beliefs, practices, and their belief-practice relationships in the Chinese tertiary English-as-a-foreignlanguage (EFL) writing context as well as the effects of their written feedback on Chinese EFL learners' writing performance and perspectives. Phase one study was a case study, aiming to explore how NES and NNES EFL teachers conceptualized and actualized written feedback in the Chinese EFL writing classrooms. Four NES and NNES teachers were recruited through a purposive sampling technique. In this phase, data were collected from multiple research instruments: Semi-structured individual interviews, students' writing samples with teacher written feedback, stimulated recall interviews, and documents. Findings showed that both NES and NNES teachers espoused a set of beliefs regarding five themes regarding written feedback: Purpose, scope, focus, strategy, and orientation. Feedback analyses revealed that these two groups of EFL teachers shared the similar practices in terms of scope, strategy, and orientation, while their actual practices differed significantly in feedback focus. Specifically, NES teachers showed more concern with global issues of writing (i.e., content and organization), whereas their local NNES peers put more emphasis on local issues (i.e., language). The relationships between their beliefs and practices were highly complicated: Consistencies and inconsistencies coexisted. A range of factors related to teachers, students, and context appeared to result in the belief-practice mismatches. The phase two study employed a quasi-experimental design to examine the effects of NES and NNES teachers' written feedback. Using global feedback and written corrective feedback as the alternative independent variables, the study found that NES teachers' written feedback helped Chinese EFL learners improve their performance in syntactic complexity, fluency, content, organization, and overall writing quality. NNES teachers' written feedback benefited students' performance in accuracy, fluency, and overall writing quality. Students' perceptions of the effects elicited from a post-treatment questionnaire were generally in line with and provided detailed information to the quantitative results. This study concludes with a discussion of the contributions and implications regarding theory, methodology, and pedagogy. Theoretically, this study extends the current body of literature in the sphere of teacher written feedback and teacher beliefs. Methodologically, this study combines both quantitative and qualitative data to address the effects of teacher written feedback. Such a design can achieve data triangulation and enhance the reliability of research results. Pedagogically, NES and NNES L2 writing teachers as well as Chinese high education institutions can draw upon the research findings to maximize the scaffolding role of teacher written feedback in L2 writing.

The Cambridge Handbook of Corrective Feedback in Second Language Learning and Teaching

Author : Hossein Nassaji
Publisher : Cambridge University Press
ISBN 13 : 110866203X
Total Pages : 979 pages
Book Rating : 4.1/5 (86 download)

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Book Synopsis The Cambridge Handbook of Corrective Feedback in Second Language Learning and Teaching by : Hossein Nassaji

Download or read book The Cambridge Handbook of Corrective Feedback in Second Language Learning and Teaching written by Hossein Nassaji and published by Cambridge University Press. This book was released on 2021-03-11 with total page 979 pages. Available in PDF, EPUB and Kindle. Book excerpt: Bringing together state-of-the-art chapters written by leading scholars, this volume provides a comprehensive reference on theory and research of corrective feedback. It will be a key resource for researchers, graduate students, teachers and teacher educators who are interested in the role of feedback in second language teaching and learning.

Written Corrective Feedback in the EFL Classroom. Types and Usage

Author : Sven Frueh
Publisher : GRIN Verlag
ISBN 13 : 3346383326
Total Pages : 32 pages
Book Rating : 4.3/5 (463 download)

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Book Synopsis Written Corrective Feedback in the EFL Classroom. Types and Usage by : Sven Frueh

Download or read book Written Corrective Feedback in the EFL Classroom. Types and Usage written by Sven Frueh and published by GRIN Verlag. This book was released on 2021-04-08 with total page 32 pages. Available in PDF, EPUB and Kindle. Book excerpt: Seminar paper from the year 2020 in the subject Didactics for the subject English - Miscellaneous, grade: 1, , language: English, abstract: This paper explores the types and the effects of written corrective feedback in the EFL classroom. Moreover, illuminative examples of written CF will be presented and discussed based on the findings. The examples are taken from a corpus of a variety of texts written by EFL students attending a pre-vocational school in Austria. Corrective feedback (CF), hence, the way educators provide feedback on the second language (L2) learners’ errors in hopes of helping them improve their accuracy, has been a highly contested area of research that brings about a phenomenal level of interest from both teachers and researchers alike. Regardless of the interest and research into this field, many questions central to L2 development are yet to be answered unequivocally. Therefore, educators around the world still have to rely on experience, intuition, and expectations of students and parents for the production of written corrective feedback. Ellis argues that the biggest hurdle for re-searchers is designing written CF studies that investigate the effectiveness and impact of different types of CF systemically. Nevertheless, identifying and evaluating written CF options is an important element for reasonable decision-making in the L2 classroom.

Assessing EFL Writing in the 21st Century Arab World

Author : Abdelhamid Ahmed
Publisher : Springer
ISBN 13 : 3319641042
Total Pages : 331 pages
Book Rating : 4.3/5 (196 download)

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Book Synopsis Assessing EFL Writing in the 21st Century Arab World by : Abdelhamid Ahmed

Download or read book Assessing EFL Writing in the 21st Century Arab World written by Abdelhamid Ahmed and published by Springer. This book was released on 2018-02-02 with total page 331 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book empirically explores assessment of EFL (English as a Foreign Language) writing in different Arab world contexts at the university level, which often presents a challenge for teachers and students alike. Analysing a number of different practices throughout the chapters including peer assessment, self-assessment, e-rubrics and writing coherence, the authors highlight different issues and challenges that affect the assessment of EFL writing in the Arab world, and provide valuable insights into how it can be improved. This book is sure to become an important practical resource for practitioners, researchers, professors and graduate students working on EFL writing in this region.

Exploring English Instructors Perceptions and Actual Practices Regarding the Strategies Used in Teaching and Assessing Writing in Three Tertiary Education Institutions in the Sultanate of Oman

Download Exploring English Instructors Perceptions and Actual Practices Regarding the Strategies Used in Teaching and Assessing Writing in Three Tertiary Education Institutions in the Sultanate of Oman PDF Online Free

Author : Noura Abdullah Hamed Azani
Publisher :
ISBN 13 :
Total Pages : 188 pages
Book Rating : 4.:/5 (11 download)

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Book Synopsis Exploring English Instructors Perceptions and Actual Practices Regarding the Strategies Used in Teaching and Assessing Writing in Three Tertiary Education Institutions in the Sultanate of Oman by : Noura Abdullah Hamed Azani

Download or read book Exploring English Instructors Perceptions and Actual Practices Regarding the Strategies Used in Teaching and Assessing Writing in Three Tertiary Education Institutions in the Sultanate of Oman written by Noura Abdullah Hamed Azani and published by . This book was released on 2015 with total page 188 pages. Available in PDF, EPUB and Kindle. Book excerpt: The aim of this study was to explore the perceptions and practices of ESL/EFL instructors in teaching and assessing writing in three tertiary educational institutions in the Sultanate of Oman (Al Buraimi University College, University of Buraimi, and Sohar University). The researcher used the quantitative and qualitative methods in the study. The data was gathered through a questionnaire (n=147), 15 interviews (n=15), and 18 classroom observations (n=10). The findings of this study revealed that the majority of ESL/EFL instructors believe in and practice aspects of the process- and product-oriented approaches for teaching academic writing in Oman. Many ESL/EFL instructors believe in teaching vocabulary that students may use in their assigned writing and equally they believe in teaching students different genres and/or texts. Other common strategies that ESL/EFL instructors agreed on were generating ideas about the assigned topic before the start of the task and asking students to make a pre-writing plan. ESL/EFL instructors do believe in portfolios and written essays as tools to assess students writing, which are also practiced in their classroom. However, their belief contradicted their practice in areas like: making students write individually or in group, or both; using analytic or holistic rubrics, or both; and assessing content or grammar first, or both. One of the main recommendations that the researcher addressed to the ESL/EFL instructors is that their choices of writing strategies should be based on students' needs. There should be a balance between the students need to meet the learning outcomes and helping students to communicate creatively in English. This is by vii replacing the traditional exams with more creative and authentic process of writing. Also, the researcher addressed the Omani institutions of Higher Education to keep the writing classes manageable for ESL/EFL writing instructors. Furthermore, the researcher recommended that the learning outcomes must not only be idealistic, but also realistic. The standards for evaluation must be accessible for the ESL/EFL students in Omani Colleges and Universities. They must be challenging without being off-putting. The last recommendation was addressed to Omani researchers who are led by the Sultan Qaboos University, to set up a national, updated and comprehensive database.

ESL Learners' Perceptions of Teacher Written Feedback in a Writing Classroom

Author : Talal M. Amara
Publisher :
ISBN 13 : 9781321052787
Total Pages : pages
Book Rating : 4.0/5 (527 download)

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Book Synopsis ESL Learners' Perceptions of Teacher Written Feedback in a Writing Classroom by : Talal M. Amara

Download or read book ESL Learners' Perceptions of Teacher Written Feedback in a Writing Classroom written by Talal M. Amara and published by . This book was released on 2014 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The current study concludes that teachers need to examine learners' perceptions which stem from varying educational and cultural backgrounds, investment in the learning task, and identity development during the learning interaction.

Ell Teachers' and Students' Perceptions and Use of Multimodal Feedback on Written Work

Author : Jouma Ahmed Debbek
Publisher :
ISBN 13 :
Total Pages : 62 pages
Book Rating : 4.:/5 (111 download)

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Book Synopsis Ell Teachers' and Students' Perceptions and Use of Multimodal Feedback on Written Work by : Jouma Ahmed Debbek

Download or read book Ell Teachers' and Students' Perceptions and Use of Multimodal Feedback on Written Work written by Jouma Ahmed Debbek and published by . This book was released on 2017 with total page 62 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to explore ELL teachers' and students' perceptions and use of multimodal feedback on written work, focusing on how the multimodal feedback might give a chance to provide a more detailed, timely, accessible and comprehensible feedback. One ELL teacher and five students attending the same writing class participated in this exploratory study. Research questions focused on the teacher's and students' perceptions and use of multimodal feedback on written work. Data sources included teacher's and students' pre-and post- surveys, interviews, as well as students' writings. Findings show that the students have positive perceptions of MMF and expressed a clear preference for MMF over HWF, as it established a new type of feedback.

Oral Corrective Feedback in the EFL Classroom. An Empirical Investigation of Forms- and Message-Focused Phases of EFL Lessons

Author : Clarissa Schaffer
Publisher : GRIN Verlag
ISBN 13 : 334623603X
Total Pages : 86 pages
Book Rating : 4.3/5 (462 download)

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Book Synopsis Oral Corrective Feedback in the EFL Classroom. An Empirical Investigation of Forms- and Message-Focused Phases of EFL Lessons by : Clarissa Schaffer

Download or read book Oral Corrective Feedback in the EFL Classroom. An Empirical Investigation of Forms- and Message-Focused Phases of EFL Lessons written by Clarissa Schaffer and published by GRIN Verlag. This book was released on 2020-08-31 with total page 86 pages. Available in PDF, EPUB and Kindle. Book excerpt: Master's Thesis from the year 2019 in the subject Didactics - English - Pedagogy, Literature Studies, grade: 1,1, University of Bonn, language: English, abstract: This master thesis examines the research question "In how far is oral corrective feedback given in forms- and message-focused phases in the EFL classroom?" and is based on observations of three classes in year 5, three classes in year 7 and three classes in year 10 (10 h each). Information is given on the following sub-research questions: To what extent does oral corrective feedback take place in forms- and message-focused phases? What types of OCF are used in forms- and message-focused phases? To what extent does OCF take place in classes of younger EFL learners and in classes of older EFL learners in forms- and message-focused phases? What types of OCF are used concerning students of different ages in forms- and messagefocused phases? To what extent do teacher preferences concerning different OCF types exist in forms- and message-focused phases? “The greatest mistake you can make in life is to be continually fearing you will make one” (Hubbard, 1927). This statement does not only refer to the behaviour of many people in their daily lives, it does also especially refer to students in English as a foreign language (EFL) classrooms who rather do not participate during lessons than risk making an error or a mistake as they are afraid of losing their face (cf. Decke-Cornill & Küster, 2015). However, errors and mistakes are of high importance from a diagnostic point of view as they hint at the current level of students, their course of the learning process, their success or failure of their learning strategies as well as what type of support they might need (cf. Kieweg, 2007; Vetter, 2007; Haß, 2017). And even further, students are also in need of feedback to check their own ability in the foreign language and not to consolidate erroneous grammatical structures, vocabs or an incorrect pronunciation (cf. Timm, 2009). Hence, whenever an oral error or mistake occurs in the EFL classroom, teachers have to deal with the situation by deciding whether the specific error or mistake should be corrected or not and if so, how it should be corrected to support the learning process of the student without inhibiting him or her on an emotional level. Therefore, the topic of oral corrective feedback (OCF) is relevant for all EFL teachers and their daily practice in class.

Feedback in Second Language Writing

Author : Ken Hyland
Publisher : Cambridge University Press
ISBN 13 : 1108425070
Total Pages : 331 pages
Book Rating : 4.1/5 (84 download)

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Book Synopsis Feedback in Second Language Writing by : Ken Hyland

Download or read book Feedback in Second Language Writing written by Ken Hyland and published by Cambridge University Press. This book was released on 2019-07-04 with total page 331 pages. Available in PDF, EPUB and Kindle. Book excerpt: Offers an up-to-date analysis of issues related to providing, using and researching feedback, including new developments in technology.

Egyptian EFL Writers' and Instructors' Perceptions of Peer Written Feedback

Author : Ahmed Tarek Shalaby
Publisher :
ISBN 13 :
Total Pages : 0 pages
Book Rating : 4.:/5 (139 download)

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Book Synopsis Egyptian EFL Writers' and Instructors' Perceptions of Peer Written Feedback by : Ahmed Tarek Shalaby

Download or read book Egyptian EFL Writers' and Instructors' Perceptions of Peer Written Feedback written by Ahmed Tarek Shalaby and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: The principal aim of this study is to compare between peer feedback (PF) and teacher feedback (TF) as perceived by adult Egyptian L2 writers. That aim is pursued to seal a gap in the literature, which is the inadequacy of that line of research in Egypt, and particularly targeting adult L2 writers. Earlier researchers have urged other researchers to conduct more research in different countries and in different instructional settings. Consequently, the study is guided by four research questions enquiring about general perceptions of PF versus TF, how PF and TF prioritise feedback on writing features, the perceptions of PF and TF uptake, and differences in gender perception of PF and TF. Adopting a mixed method, the sample included: 81 questionnaire participants, seven interviewees, and 16 writing samples. The data analysis reveals a considerable awareness of the importance of PF, but TF is on the lead slightly. The data shows that peers prioritise almost the same writing features as teachers; however, there is a large gap in the instances of highlighting the errors in those features. Moreover, L2 writers in Egypt perceive the PF and TF uptake in roughly the same way. Finally, the investigation of gender differences yields no significant differences quantitatively, but the interviewed sample indicates that male participants see differences in accepting PF. Results imply that PF practices ought to be encouraged in adult L2 education in Egypt. Teachers need to train learners to provide effective feedback, especially in large classes, to promote more interaction, and create communities of learning among learners.

The Role of Corrective Feedback in Writing Improvement. A Case of Iranian EFL Learners

Author : Sajad Sadeghi
Publisher : GRIN Verlag
ISBN 13 : 3656862168
Total Pages : 113 pages
Book Rating : 4.6/5 (568 download)

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Book Synopsis The Role of Corrective Feedback in Writing Improvement. A Case of Iranian EFL Learners by : Sajad Sadeghi

Download or read book The Role of Corrective Feedback in Writing Improvement. A Case of Iranian EFL Learners written by Sajad Sadeghi and published by GRIN Verlag. This book was released on 2014-12-17 with total page 113 pages. Available in PDF, EPUB and Kindle. Book excerpt: Master's Thesis from the year 2014 in the subject Didactics for the subject English - Pedagogy, Literature Studies, grade: 18.50, , course: The Role of Corrective Feedback in Writing Improvement: A Case of Iranian EFL Learners, language: English, abstract: Previous research has shown that corrective feedback on an assignment helps learners reduce their errors during the revision process. Does this finding constitute evidence that learning resulted from the feedback? Differing answers play an important role in the ongoing debate over the effectiveness of error correction, suggesting a need for empirical investigation. In this study, two groups of EFL learners were asked to write an in-class narrative. Their papers were collected, revised and returned to them in the next session. Half of the students had their errors underlined and used this feedback in the revision task while the other half did the same task without feedback. Results matched those of the previous studies: the underlined group was significantly more successful than the control group. Later on, the students were identically taught in 9 sessions. In the 12th session, however, the students were asked to write the same narrative they had produced in the first and second session as a measure of long-term learning. On this measure, the two groups were virtually identical. Thus, successful error reduction during revision is not a predicator of learning as the two groups differed dramatically on the former but were indistinguishable on the later. Improvements made during revision are not evidence on the effectiveness of correction for improving learners’ writing ability in the long run.

An Investigation of Teachers' Self-reported and Actual Written Feedback Practices in Egyptian ESL Classes

Author : Lidya Magdy Ibrahim Farag
Publisher :
ISBN 13 :
Total Pages : 200 pages
Book Rating : 4.:/5 (891 download)

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Book Synopsis An Investigation of Teachers' Self-reported and Actual Written Feedback Practices in Egyptian ESL Classes by : Lidya Magdy Ibrahim Farag

Download or read book An Investigation of Teachers' Self-reported and Actual Written Feedback Practices in Egyptian ESL Classes written by Lidya Magdy Ibrahim Farag and published by . This book was released on 2014 with total page 200 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: There have been ongoing investigations on whether providing corrective feedback on grammatical errors in L2 writing is effective or not since the debate first emerged between Truscott (1996) and Ferris (1999). Research has focused mainly on students' performances and preferences as well as teachers' perceptions and beliefs regarding error correction. However, limited research has compared teachers' actual practices to their self-reported practices. Therefore, this study focused on written feedback practices in a university context in Egypt, where the researcher investigated how teachers actually corrected grammatical errors as compared to what they reported in the survey. The major error correction strategies used in this study were related to two categories: comprehensiveness (comprehensive and selective correction) and explicitness (direct, indirect coded, and indirect un-coded correction). Data were gathered using three instruments: (1) a survey filled out by 65 teachers, (2) written feedback samples collected from 13 teachers, and (3) follow-up interviews conducted with seven teachers. The teachers who participated in this study work at The School of Continuing Education at The American University in Cairo. Teachers' responses to the survey were compared to their actual practices in the feedback samples they provided. The results indicated that there were various differences between the teachers' actual and self-reported practices, such as over-reported, under-reported, or contrasting reported practices. The researcher conducted follow-up interviews to have an in-depth investigation of the reasons for the differences found. The study showed that teachers tended to over-report their comprehensiveness practices and under-report their explicitness practices. In addition, the reported practices showed that the majority prefer using comprehensive, selective, and indirect coded corrections, while they actually practiced comprehensive and direct corrections. Possible implications were discussed regarding ways to minimize the differences between teachers' self-reported and actual practices, as well as suggestions for providing effective corrective feedback to L2 students' writing.