Feedback on the Feedback: Sociocultural Interpretation of Saudi ESL Learners’ Opinions about Writing Feedback

Mustafa, Rami F.

doi:10.5539/elt.v5n3p3

Cited by 29 publications

(41 citation statements)

References 77 publications

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“…Similar to previous findings (Ferris, 2010;Mustafa, 2012;McMartin-Miller, 2014), students in the current study revealed a great concern about accurate writing and cared about having their written errors corrected. Students from all groups highly appreciated the type of feedback received from the researcher and were very positive about the benefits of corrective feedback.…”

Section: Rq3: Students' Expectations and Preferences For The Feedbacksupporting

confidence: 88%

“…Scholars have yet to address whether corrective feedback is effective in helping learners to eliminate errors in new pieces of writing. In addition, though abundant literature examines how teachers should balance different types of corrective feedback, learners' perspectives are also an ignored area in investigations of the effectiveness of CF (Ferris & Roberts, 2001;Mustafa, 2012). Another frequently mentioned issue in previous research is that few studies are empirically conducted on a comprehensive identification of all the error types in EFL learners' production of writing.…”

Section: Introductionmentioning

confidence: 99%

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The Effects of Corrective Feedback on Chinese Learners’ Writing Accuracy: A Quantitative Analysis in an EFL Context

Wang

2017

WJE

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Scholars debate whether corrective feedback contributes to improving L2 learners' grammatical accuracy in writing performance. Some researchers take a stance on the ineffectiveness of corrective feedback based on the impracticality of providing detailed corrective feedback for all L2 learners and detached grammar instruction in language classrooms. On the other hand, many researchers promote the efficacy and significance of the role played by corrective feedback in the process of L2 writing. This research employs a quasi-experimental design and examines two major issues: (1) the extent to which CF facilitates or improves students' writing accuracy; (2) students' expectations and preferences for CF. The research consists of 105 college level EFL learners from three intact classes in an Eastern Chinese University. One class was assigned to the control group which only received comments on content of their writing. The other two classes were then assigned to each of the two experimental groups which received indirect or direct CF. Data collection includes student text/error analysis, treatments (i.e., provision of corrective feedback), examination of tests (i.e., pretest, posttest and delayed posttest), and questionnaires. Within a research period of ten weeks, this study did not reveal statistically significant group differences between the two CF groups and the control group on overall error reduction. However, students believed CF was important and beneficial, although there is contradiction between what the students believed and their teachers' actual practices in the classroom. Pedagogical recommendations for EFL teachers are also discussed.

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Section: Rq3: Students' Expectations and Preferences For The Feedbacksupporting

confidence: 88%

Section: Introductionmentioning

confidence: 99%

The Effects of Corrective Feedback on Chinese Learners’ Writing Accuracy: A Quantitative Analysis in an EFL Context

Wang

2017

WJE

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“…Many studies have examined learners' preferences in the context of EFL across cultures and ages, demonstrating the importance of students' preferences in the learning process. Additionally, several studies have revealed differences between teachers' and learners' preferences regarding CF, which may explain why Saudi EFL learners receive CF that contradicts their preferences and thus might hinder improvements in their writing performance (Mustafa, 2012).…”

Section: Saudi Learners' Preferencesmentioning

confidence: 99%

Saudi EFL Learners’ Preferences of the Corrective Feedback on Written Assignment

Qutob¹,

Madini²

2020

ELT

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The aim of the current study is to investigate the Saudi English as a foreign language (EFL) learners’ preferences for corrective feedback on written assignments. This mixed-method study used a closed-ended Likert scale questionnaire that was adopted and adapted to suit the participants under investigation. Additionally, an open-ended question was used to gain more insight. Both instruments were completed by 114 Saudi female EFL learners whose ages ranged from 12 to 13 years old and who were studying in the seventh grade at a private school in Jeddah. The instruments were given to the learners after 6 weeks of implementing three different types of feedback on written assignments. The quantitative part of the study was descriptively analysed using SPSS to find the learners’ preferences in corrective feedback, and a one-way ANOVA was used to find the differences between learners’ preferences among groups. The qualitative part of the study was thematically categorised and manually analysed using Excel. The findings revealed that the learners’ preferences did not vary according to the type of corrective feedback. However, the vast majority of learners preferred having constructive feedback on how to correct their mistakes. Additionally, learners preferred the use of electronic devices to receive corrective feedback. This study suggests that teachers consider learners’ preferences on corrective feedback so that they can incorporate these into their teaching plans.

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“…However, some researchers opposed the value of written feedback and claimed that it produces negative results, makes students feel stressed and anxious, and increases negative attitudes towards writing. This may be due to cultural factors and perceptions towards corrective written feedback (Rami, 2012). also points out that peer-assessment is effective in developing students' ability of objective judgments and self-assessment when they evaluate their own work.…”

Section: Methods Of Feedbackmentioning

confidence: 99%

Effectiveness of Using Screencast Feedback on EFL Students’ Writing and Perception

Ali¹

2016

ELT

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This mixed-methods research was carried out to investigate the effect of screencast video feedback on the writing of freshmen, studying academic writing course at a university in Egypt, and explore their perception towards receiving screencast feedback. Two classes of 63 students were chosen to participate in this study and were assigned into two groups; an experimental group (33 students) and a control one (30 students). While the control group received written comments, the experimental group received video feedback to the higher order concerns of writing (content, organization and structure) and written feedback to the lower order concerns (accuracy) of their writings. Two writing tests were administered to the two groups before and after the experiment. To investigate the perception towards screencast feedback, an online questionnaire was applied to the experimental group after the experiment. Results showed that the experimental group outperformed the control group in the higher order concerns of writing as well as the overall writing skill in the writing posttest. Findings also revealed that the majority of students in the experimental group perceived screencast feedback positively for being clear, personal, specific, supportive, multimodal, constructive, and engaging. However, they reported few challenges such as slow loading time and inability to download videos to their computers. The research concludes with implications for practitioners and researchers.

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Feedback on the Feedback: Sociocultural Interpretation of Saudi ESL Learners’ Opinions about Writing Feedback

Cited by 29 publications

References 77 publications

The Effects of Corrective Feedback on Chinese Learners’ Writing Accuracy: A Quantitative Analysis in an EFL Context

The Effects of Corrective Feedback on Chinese Learners’ Writing Accuracy: A Quantitative Analysis in an EFL Context

Saudi EFL Learners’ Preferences of the Corrective Feedback on Written Assignment

Effectiveness of Using Screencast Feedback on EFL Students’ Writing and Perception

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