| 1 |
THE MAIN IMPORTANCE OF GIVING AND RECEIVING EFFECTIVE FEEDBACK ... : ОСНОВНАЯ ВАЖНОСТЬ ПРЕДОСТАВЛЕНИЯ И ПОЛУЧЕНИЯ ЭФФЕКТИВНОЙ ОБРАТНОЙ СВЯЗИ ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 2 |
An Inquiry into Effective Written Feedback from EFL Teachers’ and Students’ Perspectives at a Saudi University
|
|
Albogami, M. - : University of Exeter, 2020. : School of Education, 2020
|
|
Abstract:
Abstract The aim of this study was to investigate L2 teachers’ and students’ perceptions toward the importance of written feedback and the elements of effective written feedback in an EFL context; the Preparatory-Year College (PY) at King Saud University, Saudi Arabia. The methodological approach used in the study was Mixed Methods by means of explanatory sequential design. In the quantitative phase, 150 L2 university male students from the science stream and 88 L2 teachers from the PY College completed the assigned questionnaire. The students’ proficiency level was upper-intermediate equivalent to B2 (CEFR). The participants were selected through convenience sampling. In the qualitative phase, 4 male students and 4 teachers volunteered to attend the semi-structured interviews. The results showed that both the teachers and the students valued the importance of written feedback as it reinforces learning, enhances confidence, autonomous learning, and promotes interaction between the teachers and their students inside the English writing classroom. The results indicated that providing the students with user-friendly feedback and the feedback that informs the learners about their progress, where to go, and what to do next are the preferred features of effective written feedback. In addition, the findings revealed that both written corrective feedback and written commentary feedback are the preferred types of written feedback but the teachers need to adapt the best form of the written corrective feedback that matches their learners’ proficiency level. The participants of this study preferred positive comments as the strategy of effective written feedback while the qualitative data suggested L2 teachers to use this strategy appropriately. Additionally, the findings indicated that L2 teachers need to respond more to accuracy issues (i.e. grammar, vocabulary, and mechanics) as they are problematic and challenging for the learners. Both the teacher and the student participants perceived the teacher as the best source to receive the written feedback from. Procedural knowledge and intentionality are the preferred features in the feedback provider. In addition, the findings show that the students’ absence and institutional authorities make the teachers respond to their learners’ texts as final; whereas, the student participants like to receive feedback on multiple drafts. This study contributes to the knowledge of effective written feedback and provides some implications for L2 writing teachers and policy makers.
|
|
Keyword:
Effective Feedback; Feedback; Written Commentary Feedback; Written Corrective Feedback; Written Feedback
|
|
URL: http://hdl.handle.net/10871/123088
|
|
BASE
|
|
Hide details
|
|
|
| 3 |
Co-constructing Peer Feedback Practices in an Elementary School Mathematics Classroom: An Enactivist Perspective
|
|
|
|
BASE
|
|
Show details
|
|
|
| 4 |
Joint listening as a way of increasing perception in teaching a foreign language ... : СОВМЕСТНОЕ ПРОСЛУШИВАНИЕ КАК СПОСОБ ПОВЫШЕНИЯ ВОСПРИ- ЯТИЯ ПРИ ОБУЧЕНИИ ИНОСТРАННОМУ ЯЗЫКУ ...
|
|
Y. M. Ismayilova. - : Международный журнал гуманитарных и естественных наук, 2019
|
|
BASE
|
|
Show details
|
|
|
| 5 |
An exploratory study into the consistency and effectiveness of written feedback provided by markers in a tertiary education programme
|
|
|
|
BASE
|
|
Show details
|
|
|
| 6 |
Levels of Feedback Observed in Kindergarten Classrooms: Perceptions and Reality
|
|
|
|
In: Electronic Theses and Dissertations (2017)
|
|
BASE
|
|
Show details
|
|
|
| 7 |
Language Register in Written Feedback to Graduate Students ...
|
|
Qwai, Nidhal. - : Université d'Ottawa / University of Ottawa, 2016
|
|
BASE
|
|
Show details
|
|
|
| 8 |
Language Register in Written Feedback to Graduate Students
|
|
Qwai, Nidhal. - : Université d'Ottawa / University of Ottawa, 2016
|
|
BASE
|
|
Show details
|
|
|
| 9 |
Students' Attitudes towards Computer-Mediated Audio Feedback
|
|
|
|
BASE
|
|
Show details
|
|
|
| 10 |
Top-down modulation of ventral occipito-temporal responses during visual word recognition
|
|
|
|
In: NEUROIMAGE , 55 (3) 1242 - 1251. (2011) (2011)
|
|
BASE
|
|
Show details
|
|
|
| 11 |
Comunication, the importance of feedback and a study research on the rating of the two courses “advanced fife support” and “emotional management in the areas of emergency”
|
|
|
|
BASE
|
|
Show details
|
|
|
| 12 |
Formative Feedback: Involving Students as Partners in Assessment to Enhance Learning
|
|
|
|
In: Teacher Education Faculty Publications (2010)
|
|
BASE
|
|
Show details
|
|
|
| 13 |
The effects of performance feedback with goal setting on effective teaching behavior
|
|
|
|
In: UNLV Retrospective Theses & Dissertations (2006)
|
|
BASE
|
|
Show details
|
|
|
| 15 |
The Effect of Student Receptivity to Instructional Feedback on Writing Proficiency among Chinese Speaking English Language Learners
|
|
|
|
In: http://ccsenet.org/journal/index.php/ijel/article/viewFile/14666/10022/
|
|
BASE
|
|
Show details
|
|
|
|
|
