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ESL learners' perceptions of teacher...

Amara, Talal M.

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ESL learners' perceptions of teacher written feedback in a writing classroom.

Record Type:	Electronic resources : Monograph/item
Title/Author:	ESL learners' perceptions of teacher written feedback in a writing classroom./
Author:	Amara, Talal M.
Description:	124 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-11(E), Section: A.
Contained By:	Dissertation Abstracts International75-11A(E).
Subject:	Education, English as a Second Language. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3628802
ISBN:	9781321052787

ESL learners' perceptions of teacher written feedback in a writing classroom.
Amara, Talal M.

ESL learners' perceptions of teacher written feedback in a writing classroom. - 124 p.

Source: Dissertation Abstracts International, Volume: 75-11(E), Section: A.

Thesis (Ph.D.)--Washington State University, 2014.

This item is not available from ProQuest Dissertations & Theses.

The purpose of the current study is to examine language learners' perceptions of teacher written corrective feedback (WCF) in the context of English as a second language (ESL) program. Most previous research studies center on the effectiveness of WCF on improving writing accuracy without examining the way ESL learners perceive the teacher feedback. Writing teachers may have the belief that providing any type of feedback will assist in improving learners' writing skills.

ISBN: 9781321052787Subjects--Topical Terms:

1030294
Education, English as a Second Language.

ESL learners' perceptions of teacher written feedback in a writing classroom.
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020 $a 9781321052787
035 $a (MiAaPQ)AAI3628802
035 $a AAI3628802
040 $a MiAaPQ $c MiAaPQ
100 1 $a Amara, Talal M. $3 3170346
245 1 0 $a ESL learners' perceptions of teacher written feedback in a writing classroom.
300 $a 124 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-11(E), Section: A.
500 $a Adviser: Thomas Salsbury.
502 $a Thesis (Ph.D.)--Washington State University, 2014.
506 $a This item is not available from ProQuest Dissertations & Theses.
506 $a This item must not be sold to any third party vendors.
520 $a The purpose of the current study is to examine language learners' perceptions of teacher written corrective feedback (WCF) in the context of English as a second language (ESL) program. Most previous research studies center on the effectiveness of WCF on improving writing accuracy without examining the way ESL learners perceive the teacher feedback. Writing teachers may have the belief that providing any type of feedback will assist in improving learners' writing skills.
520 $a This study used a Think-Aloud Protocol (TAP) to explore learners' perceptions of teacher WCF, involving fifteen native Arabic speaking, ESL learners (11 male, 4 female) participating in three TAP interviews during the study. The results of this study reveal that participants: 1) had a very high level of interest in teacher comments, 2) appreciated feedback that praised their good work, 3) complained about marginal comments that were not linked to specific errors with no line or arrow, 4) misinterpreted some teacher feedback comments, 5) showed some concern over teacher corrections in red ink, 6) found WCF handwriting at times unreadable, 7) had problems with many codes and symbols used in the feedback, 8) requested writing conferences for nearly all writing issues in the study, 9) had different expectations from those of the instructor giving WCF.
520 $a More broadly, the study found that participants were highly invested in the writing task, viewed themselves as developing identities as L2 writers, and expected a collaborative relationship with their instructor. Participant reactions were uniformly negative and defensive to any WCF which tended to challenge their new identities or put them in a powerless relationship with the instructor providing WCF.
520 $a The current study concludes that teachers need to examine learners' perceptions which stem from varying educational and cultural backgrounds, investment in the learning task, and identity development during the learning interaction.
590 $a School code: 0251.
650 4 $a Education, English as a Second Language. $3 1030294
650 4 $a Education, Evaluation. $3 1669638
650 4 $a Education, Teacher Training. $3 783747
650 4 $a Education, Administration. $3 626645
690 $a 0441
690 $a 0443
690 $a 0530
690 $a 0514
710 2 $a Washington State University. $b Language and Literacy Education. $3 2099321
773 0 $t Dissertation Abstracts International $g 75-11A(E).
790 $a 0251
791 $a Ph.D.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3628802