Teacher Written Feedback In Efl Yemeni Context: A Qualitative Case Study Of Students’ Reactions And Utilisations
Teacher written feedback is the input from a reader to a writer with the effect of providing information to the writer for revision. This qualitative case study attempted to investigate eight English major EFL Yemeni students’ reactions to and utilisations of their teachers’ written feedback. The s...
محفوظ في:
| المؤلف الرئيسي: | |
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| التنسيق: | أطروحة |
| اللغة: | English |
| منشور في: |
2011
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| الموضوعات: | |
| الوصول للمادة أونلاين: | http://eprints.usm.my/42260/1/OMER_HASSAN_ALI_MAHFOODH.pdf |
| الوسوم: |
إضافة وسم
لا توجد وسوم, كن أول من يضع وسما على هذه التسجيلة!
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| الملخص: | Teacher written feedback is the input from a reader to a writer with the effect of providing information to the writer for revision. This qualitative case study attempted
to investigate eight English major EFL Yemeni students’ reactions to and utilisations of their teachers’ written feedback. The study is built on the most dominant theories
in learning, writing, and revision. These theories are the cognitive process theory of writing, the socio-cultural theory of learning, the social constructivism theory of
learning, and the revision process theory. |
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