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ERIC Number: EJ1080741
Record Type: Journal
Publication Date: 2011-Sep
Pages: 12
Abstractor: As Provided
Reference Count: 44
ISBN: N/A
ISSN: ISSN-1916-4742
A Qualitative Case Study of EFL Students' Affective Reactions to and Perceptions of Their Teachers' Written Feedback
Mahfoodh, Omer Hassan A.; Pandian, Ambigapathy
English Language Teaching, v4 n3 p14-25 Sep 2011
The present paper reports a qualitative case study of investigating EFL students' affective reactions to and perceptions of their teachers' written feedback. In addition, the study reported here also focuses on contextual factors that may influence students' reactions to and perceptions of their teachers' written feedback. Data were collected using multiple methods that included semi-structured interviews, think-aloud protocols, teachers' written feedback, and students' written essays. Results of data analysis revealed that EFL students showed some variations in their affective reactions to their teachers' written feedback. The students perceived their teachers' written feedback as useful and very important for the development of their writing skills. The students wanted their teachers to focus on all aspects of written texts when they provide written feedback. Contextual factors such as students' past experience, teachers' wording of written feedback, students' acceptance of teachers' authority, and teachers' handwriting have their impact on EFL students' affective reactions to and perceptions of their teachers' written feedback.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Yemen