Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.578682
Title: A naturalistic context-based study on feedback of Omani EFL undergraduate student writing
Author: Al-Adawi, Hamed Ahmed Hamid
Awarding Body: University of Leeds
Current Institution: University of Leeds
Date of Award: 2010
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Abstract:
The debate on giving feedback on EFUESL students' writing and its effect on their writing continues to concern researchers. This study aimed to investigate teacher written feedback within an Omani context. The research addresses four questions: (1) What language problems do Omani undergraduate students in a particular college have in writing in English? (2) What kind of teacher written feedback do they receive on their writing? (3) What is the impact of this feedback within the time frame of the research? and (4) What were the views of the teacher and students on feedback, and how did these views differ from their practice in giving and receiving feedback? The research is based on four data sets. The first data set is a collection of all the written work produced by a class in an Omani college over one semester and the feedback they received on this work. This relates to the first three research questions. The second data set is field notes from observation of the writing classes. This serves as supplementary data for the first three research questions. The third data set is transcripts of interviews with the class teacher and the fourth is transcripts of interviews with three individual students and two group interviews with twelve students. This relates mainly to the fourth research question and serves as supplementary data for the first three research questions. The results show that the students made errors in all aspects of text, however, the teacher's feedback focussed on lexicogrammar and mechanics. The study also reveals that although the impact of the teacher's written feedback on the students' texts appeared to be insignificant it was very difficult to have clear evidence of the effect of feedback within the time frame of the study. The data also indicates that the impact of feedback could have been influenced by factors such as the kind and quality of the feedback and the way students respond to it. The data of this study also reveals that there is a gap between what actually happens regarding teacher written feedback practice and the views of the teacher and students on the practices. Several pedagogical implications for improving current feedback practices are discussed.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.578682  DOI: Not available
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