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ERIC Number: ED505841
Record Type: Non-Journal
Publication Date: 2009
Pages: 36
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Missing: Electronic Feedback in Egyptian EFL Essay Writing Classes
Seliem, Soheir; Ahmed, Abdelhamid
Online Submission, Paper presented at the Centre for Developing English Language Teaching (CDELT) Conference (Cairo, Egypt, Mar 14-15, 2009)
EFL essay writing is considered one of the most important academic courses in the teacher education programmes that should help develop students' skills to write cohesively and coherently. Teachers' feedback plays a crucial role in improving and enhancing the quality of students' written essays. The aim of the current study was to shed light on the potential of e- feedback for student teachers and their university lecturers in an EFL essay writing class at the Faculty of Education, Helwan University in Egypt. Eighty student teachers of English and seven essay writing lecturers exchanged e-mails to investigate the effect of potential of e-feedback on student teacher's performance in essay writing. Eighty student teachers completed the questionnaire, 14 student teachers and 7 essay writing lecturers were interviewed to pinpoint the effectiveness of e-feedback as a pedagogic practice in the essay writing course. Findings of the study revealed a number of issues. First, student teachers perceived lecturers' e-feedback as impacting their revision than oral feedback. Second, student teachers perceived peer e-feedback as artificial and not valuable as students are nearly the same language proficiency level. Third teachers stressed that e-feedback was a good experience but exhausting with students repeating the same mistakes. Fourth, electronic feedback as a new pedagogic practice was generally effective in terms of the following: providing positive learning environment different from the physical rigid classroom environment, encouraging students' responsibility for their own written work, facilitating peer and teacher collaboration, increasing student participation, sharing learned outcomes between students, and giving writing feedback to students electronically was a well-received and helpful pedagogic practice. Thus, the current study recommends the use of electronic feedback as a solution to help both teachers and students overcome the feedback related challenges and students' proficiency in essay writing. Three appendices are included: (1) Students' Questionnaire; (2) Students' Interview Questions; and (3) Teachers' Interview Questions. (Contains a bibliography.)
Publication Type: Reports - Research; Speeches/Meeting Papers; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Egypt