An Insight to Students' Perceptions on Teacher Feedback in Second Language Writing Classes

Autor/inn/en	Seker, Meral; Dincer, Ayca
Titel	An Insight to Students' Perceptions on Teacher Feedback in Second Language Writing Classes
Quelle	In: English Language Teaching, 7 (2014) 2, S.73-83 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Student Attitudes; Feedback (Response); Semi Structured Interviews; Likert Scales; College Students; Foreign Countries; Second Language Instruction; Second Language Learning; Writing Instruction; Content Analysis; Qualitative Research; Instructional Effectiveness; Preferences; Factor Analysis; Questionnaires; Turkey + Suchen Sie Ihr Suchwort? Schülerverhalten; Likert-Skala; Collegestudent; Ausland; Fremdsprachenunterricht; Zweitsprachenerwerb; Schreibunterricht; Inhaltsanalyse; Qualitative Forschung; Unterrichtserfolg; Faktorenanalyse; Fragebogen; Türkei
Abstract	Feedback is one of the crucial elements in language learning and teaching. In second language writing context, the effectiveness of feedback becomes even more important as it has an impact on the whole process of language learning. To increase the effectiveness of feedback, a teacher is expected to use any possible mean(s) available to suit learners' needs and concerns (Hamp-Lyons, 2001; Hyland, 2010). In this respect, rather than framing the feedback process based on the premises put forward in other teaching situations, the study attempts to bring into view the students' perceptions and preferences on feedback in their writing classes to be able to shape the feedback process based on a specific teaching context. The data for the study were gathered utilizing a Likert-Type questionnaire and a semi-structured interview from students (n = 457) at preparatory level studying English at a state university in Turkey. The data were analyzed quantitatively using SPSS 17.0 and qualitatively following content analysis. The results of the study are meant to bring in-depth insights to students' opinions regarding the scope of feedback in writing classes and to provide guidance to shape the process of giving feedback. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01