A Qualitative Case Study of EFL Students' Affective Reactions to and Perceptions of Their Teachers' Written Feedback

Autor/inn/en	Mahfoodh, Omer Hassan A.; Pandian, Ambigapathy
Titel	A Qualitative Case Study of EFL Students' Affective Reactions to and Perceptions of Their Teachers' Written Feedback
Quelle	In: English Language Teaching, 4 (2011) 3, S.14-25 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Foreign Countries; English (Second Language); Second Language Instruction; Second Language Learning; Qualitative Research; Case Studies; Affective Behavior; Student Attitudes; College Students; College Faculty; English Teachers; Feedback (Response); Semi Structured Interviews; Credibility; Validity; Interrater Reliability; Yemen + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Zweitsprachenerwerb; Qualitative Forschung; Case study; Fallstudie; Case Study; Affective disturbance; Active behaviour; Affektive Störung; Schülerverhalten; Collegestudent; Fakultät; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Glaubwürdigkeit; Gültigkeit; Interrater-Reliabilität; Jemen
Abstract	The present paper reports a qualitative case study of investigating EFL students' affective reactions to and perceptions of their teachers' written feedback. In addition, the study reported here also focuses on contextual factors that may influence students' reactions to and perceptions of their teachers' written feedback. Data were collected using multiple methods that included semi-structured interviews, think-aloud protocols, teachers' written feedback, and students' written essays. Results of data analysis revealed that EFL students showed some variations in their affective reactions to their teachers' written feedback. The students perceived their teachers' written feedback as useful and very important for the development of their writing skills. The students wanted their teachers to focus on all aspects of written texts when they provide written feedback. Contextual factors such as students' past experience, teachers' wording of written feedback, students' acceptance of teachers' authority, and teachers' handwriting have their impact on EFL students' affective reactions to and perceptions of their teachers' written feedback. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01