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...
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2011
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my-usm-ep.422602019-04-12T05:26:32Z Teacher Written Feedback In Efl Yemeni Context: A Qualitative Case Study Of Students’ Reactions And Utilisations 2011-07 Mahfoodh, Omer Hassan Ali P1-1091 Philology. Linguistics(General) 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. 2011-07 Thesis http://eprints.usm.my/42260/ http://eprints.usm.my/42260/1/OMER_HASSAN_ALI_MAHFOODH.pdf application/pdf en public phd doctoral Universiti Sains Malaysia Pusat Pengajian Bahasa Literasi & Terjemahan |
| institution |
Universiti Sains Malaysia |
| collection |
USM Institutional Repository |
| language |
English |
| topic |
P1-1091 Philology Linguistics(General) |
| spellingShingle |
P1-1091 Philology Linguistics(General) Mahfoodh, Omer Hassan Ali Teacher Written Feedback In Efl Yemeni Context: A Qualitative Case Study Of Students’ Reactions And Utilisations |
| description |
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. |
| format |
Thesis |
| qualification_name |
Doctor of Philosophy (PhD.) |
| qualification_level |
Doctorate |
| author |
Mahfoodh, Omer Hassan Ali |
| author_facet |
Mahfoodh, Omer Hassan Ali |
| author_sort |
Mahfoodh, Omer Hassan Ali |
| title |
Teacher Written Feedback In Efl Yemeni Context: A Qualitative Case Study Of Students’ Reactions And
Utilisations
|
| title_short |
Teacher Written Feedback In Efl Yemeni Context: A Qualitative Case Study Of Students’ Reactions And
Utilisations
|
| title_full |
Teacher Written Feedback In Efl Yemeni Context: A Qualitative Case Study Of Students’ Reactions And
Utilisations
|
| title_fullStr |
Teacher Written Feedback In Efl Yemeni Context: A Qualitative Case Study Of Students’ Reactions And
Utilisations
|
| title_full_unstemmed |
Teacher Written Feedback In Efl Yemeni Context: A Qualitative Case Study Of Students’ Reactions And
Utilisations
|
| title_sort |
teacher written feedback in efl yemeni context: a qualitative case study of students’ reactions and
utilisations |
| granting_institution |
Universiti Sains Malaysia |
| granting_department |
Pusat Pengajian Bahasa Literasi & Terjemahan |
| publishDate |
2011 |
| url |
http://eprints.usm.my/42260/1/OMER_HASSAN_ALI_MAHFOODH.pdf |
| _version_ |
1747821046589816832 |