EFL STUDENTS' AND TEACHERS' ATTITUDES TOWARDS WRITTEN FEEDBACK IN WRITING CLASSES: A CASE OF IRAQI HIGH-SCHOOLS

CINKARA EMRAH; JAMAL GALALY FATIH;  ;

doi:10.26634/jelt.8.1.13947

Lecturer’s Feedback and Students’ Writing Performance: Social Constructivism Perspective

ASATIZA: Jurnal Pendidikan ◽

10.46963/asatiza.v2i3.389 ◽

2021 ◽

Vol 2 (3) ◽

pp. 206-216

Author(s):

Heriani Dhia Ayu Safitri ◽

Hamamah Hamamah

Keyword(s):

Social Constructivism ◽

Assessment Process ◽

Written Feedback ◽

Writing Classes ◽

Writing Performance ◽

Essay Writing ◽

Qualitative Finding ◽

Good Writer ◽

Interview Guide ◽

Efl Students

EFL writing as the form of productive skill has been the main issue for university students in Indonesia. Therefore, to maintain EFL students to be a good writer, lecturer’s feedback is necessary. The aims of this study were to find out whether there is any relationship between lecturer’s feedback and students’ writing performance, and to find out in what ways the lecturer’s feedback given seen from social constructivism. The researcher employed mixed method which took the data from 60 third-semester students in two Essay Writing Classes, and it was collected by using questionnaire, students’ writing score, and interview guide. The findings showed that correlation coefficient was .273 which indicates that the correlation between lecturer’s feedback and students’ writing performance was positive. While, seen from the significant level, it showed the number .042 which means there was statistically significant relationship between those two variables. The qualitative finding asserted that the lecturers always gave feedback frequently in the two forms, both were oral and written feedback. Other than that, although only one of the lecturers who used elaborated feedback, they both provide the assistance and objectivity during the assessment process. Based on the results of this study the lecturers must give feedback continuously towards students’ work and it should be given together with an explanation. Moreover, the future researcher can find the similar topic from another learning theory such as behaviorism or cognitivism.

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EFL Students’ Writing Strategies in Saudi Arabian ESP Writing Classes: Perspectives on Learning Strategies in Self-access Language Learning

Studies in Self-Access Learning Journal ◽

10.37237/030406 ◽

2012 ◽

pp. 407-422 ◽

Cited By ~ 3

Author(s):

Mohammad Alnufaie ◽

Michael Grenfell

Keyword(s):

Foreign Language ◽

Language Learning ◽

Learning Strategies ◽

Writing Strategies ◽

Writing Classes ◽

Student Writers ◽

Efl Students ◽

Second Year ◽

Process Oriented ◽

Almost All

This study was part of a PhD research to explore the writing strategies of 121 second-year undergraduate Saudi student writers who are studying English as a foreign language and for specific purposes in one of the Saudi industrial colleges: Jubail Industrial College (JIC). The writing strategies under investigation had been classified into two categories (process-oriented writing strategies and product-oriented writing strategies) based on their instructional philosophies. A strategy questionnaire was designed to collect data. Although JIC writing classes were assumed to be product-oriented as reported by the majority of the participants’ description of their teachers’ writing approach, the results showed that almost all of the participants (95.9%) were mixing the two kinds of strategies. More surprisingly, the top five writing strategies used by the participants were process-oriented.

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Project Work in Moroccan EFL Classroom: between the Official Guidelines’ Recommendation and the Challenges of Implementation

Arab World English Journal ◽

10.24093/awej/vol12no4.30 ◽

2021 ◽

Vol 12 (4) ◽

pp. 462-475

Author(s):

Tariq BOUQETYB

Keyword(s):

High Schools ◽

Foreign Language ◽

Project Work ◽

Ministry Of Education ◽

Common Component ◽

Learning And Teaching ◽

Teaching Situation ◽

Positive Attitudes ◽

Teachers Attitudes ◽

Collection Methods

Project work is used in several educational settings, including foreign and second language teaching contexts. In the Moroccan English as a foreign language (EFL) classroom, the Moroccan Ministry of Education recommended implementing project work, and it is a common component of the Moroccan textbooks of English. Yet, there is a scarcity of studies conducted on the use of project work in Moroccan EFL classrooms. The main aim of the study is to investigate students’ and teachers’ attitudes towards project work. The study addresses the question about students’ and teachers’ attitudes towards project work and the factors behind those attitudes. It was conducted with sixty students and eight teachers belonging to two different high schools (Moulay Rachid and Abbas Sebti high schools) in Tangier. To collect data, the researcher made use of two data collection methods, namely the questionnaire and the interview. The results of the study showed that both students and teachers had positive attitudes towards project work. The results also revealed that not all teachers follow the steps of using project work. Based on the results, it was clear that the lack of technology is one of the most severe challenges that hamper the use of project work. The findings of this study could form the basis for further research and contribute to improving the learning and teaching situation in Moroccan high schools.

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The Role of Teacher-Student Conferencing in Improving Grammatical Accuracy in University EFL Students’ Composition Writing

10.31235/osf.io/n3kvj ◽

2017 ◽

Author(s):

Arab World English Journal ◽

Naima Hamlaoui ◽

Sarra Fellahi

Keyword(s):

University Students ◽

Writing Classes ◽

Oral Feedback ◽

Teacher Student ◽

Grammatical Accuracy ◽

Efl Students ◽

Second Year ◽

Written Compositions ◽

Over Time

Based on the value of teacher-student conferencing practice in writing classes, the study investigates the role of this practice in improving grammatical accuracy in EFL university students’ writing. One particular aim of this study is to help second-year students at Sétif 2 University (Algeria) reduce subject-verb (S-V) disagreement and run-ons in their writing. Ten students took part in this study; they wrote 120 drafts, and were provided with teacher’s oral feedback on their written compositions at the editing stage. Corpora of students’ compositions were examined and instances of errors were counted before each conferencing session for four weeks. The findings reveal that the participants successfully show progress in grammatical accuracy over time to reach elimination for Subject-Verb disagreements and a significant reduction for run-ons.

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Intervening with near-future possible L2 selves: EFL students as peer-to-peer motivating agents during Exploratory Practice

Language Teaching Research ◽

10.1177/1362168820928565 ◽

2020 ◽

pp. 136216882092856

Author(s):

Elizabeth Machin

Keyword(s):

Foreign Language ◽

Possible Selves ◽

Written Feedback ◽

Motivation To Learn ◽

L2 Motivational Self System ◽

Template Analysis ◽

Efl Students ◽

Ideal L2 Self ◽

Imagery Scripts ◽

Near Future

The present study offers insights on understanding motivation to learn a second language (L2) through implementation of the Exploratory Practice principles within the context of English as a foreign language at a university in Spain, and on discovering opportunities to enhance this. The account sits within the domain of the possible selves and the theoretical framework of the L2 Motivational Self System. Student-led visualisation – a twist on teacher-led visualisation – is the key ‘Potentially Exploitable Pedagogic Activity’ (PEPA), explored as a device for inviting a near-future L2 self-guide into the here-and-now. This PEPA evolved out of stages of understanding, including student dismissal as ‘fantasies’ their possible professional L2 selves in a remoter future. Through classroom observation, template analysis of imagery scripts, and student oral and written feedback, the present study finds that the students demonstrated motivated L2 behaviour in group writing about the near-future ideal L2 self and in introducing this self-guide to their peers, who were moved by and found plausible the stories they heard.

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Teachers Left Behind

International Journal of Information and Communication Technology Education ◽

10.4018/ijicte.2014100102 ◽

2014 ◽

Vol 10 (4) ◽

pp. 16-29 ◽

Cited By ~ 1

Author(s):

Hoda Baytiyeh

Keyword(s):

Public Schools ◽

High Schools ◽

Teaching And Learning ◽

Public High Schools ◽

Policy And Practice ◽

Adoption Of Technology ◽

Use Of Technology ◽

12Th Grade ◽

Teaching Tasks ◽

Teachers Attitudes

Nowadays, the use of computers in education is increasing worldwide. Information technology is deemed essential for the digital generation's classrooms. However, the adoption of technology in teaching and learning largely depends on the culture and social context. The aim of this research study is to evaluate the acceptance and use of technology of 12th grade teachers in public high schools in Lebanon. The theoretical framework is drawn from the Unified Theory of Acceptance and Use of Technology (UTAUT) to investigate teachers' intentions regarding the use and acceptance of technology in their daily teaching tasks. The participants were 161 teachers in Lebanese public high schools who completed a questionnaire that reflects the UTAUT. Social influence, experience and voluntariness of use appeared to have the strongest effect on teachers' attitudes regarding the use of technology, while effort expectancy and facilitating conditions had the lowest effect. These findings suggest that public schools should implement training in technology for teachers to support their teaching tasks in the context of this current digital generation of students. The study offers a discussion of the results and recommendations for policy and practice.

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Effects of Text-messaging on the Academic Writing of Arab EFL Students

Research in Language ◽

10.1515/rela-2017-0014 ◽

2017 ◽

Vol 15 (3) ◽

pp. 237-252 ◽

Cited By ~ 2

Author(s):

Saleh M. Al-Salman ◽

Aziz T. Saeed

Keyword(s):

Academic Writing ◽

Text Messaging ◽

Quantitative Methods ◽

Student Sample ◽

Qualitative And Quantitative Methods ◽

Research Findings ◽

Efl Students ◽

Arabic And English ◽

Teachers Attitudes ◽

English Academic Writing

This paper investigates the effect of text-messaging on Arab EFL learners’ English academic writing. It also investigates teachers’ attitudes and reactions to the presence of e-texting features in their students’ writing. Qualitative and quantitative methods of analysis were employed on data obtained from the following sources: (1) a sample of freshman students’ writing, (2) a survey investigating students’ use of e-chatting in Arabic and English, and (3) a questionnaire eliciting teachers’ reactions to students’ use of texting features in academic writing. The data were collected from a student sample of the Arab Open University (AOU). The research findings show that Arab EFL students’ writing does not reveal a heavy use of texting features, which suggests that this phenomenon neither poses a serious threat nor adversely impacts students’ written English.

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