Corrective Feedback in the Saudi EFL Writing Context: A New Perspective

Al-wossabi, Sami Ali Nasr

doi:10.17507/tpls.0903.11

Cited by 4 publications

(5 citation statements)

References 40 publications

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“…Although the impact on their overall language skills may not be long-lasting, offering CF on every writing assignment and encouraging students to make the necessary corrections cultivates a habit of selfcorrection that will benefit their L2 proficiency in the long run. Also, the findings are congruent with a significant number of studies (Grami, 2005;Sampson, 2012;Asassfeh, 2013;Al Wossabi, 2019). Furthermore, if each instructor develops a strategy for providing feedback that meets their needs, this study could have pedagogical value for teachers and students (Straub, 1997).…”

Section: Discussionsupporting

confidence: 79%

The Efficacy of Continuous Corrective Feedback on Writings of Saudi EFL Students

Chaudhary¹

2022

AWEJ

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The present study aims to investigate the perceptions of EFL students on Corrective Feedback (C F) and to assess the efficacy of continuous explicit Corrective Feedback on the writings of the preparatory year female students of Umm Al Qura University in Saudi Arabia. The sample consisted of eleven students from an entire class who volunteered for the study. To reach the study’s objectives, an online survey was conducted to gain insight into how EFL students felt about receiving CF. Also, class observations and semi-structured interviews were exercised to get in-depth information on CF. Furthermore, to estimate the efficacy of continuous explicit Corrective Feedback, pre-Corrective Feedback, and post-Corrective Feedback performances in writing tasks were compared. In addition, the T-test value was also calculated using SSPS software. The findings demonstrated that students see CF favorably, and a comparison of their performances before and after receiving explicit CF demonstrated the feedback’s beneficial effects. The study seems significant to practicing teachers and learners as the study takes a practical and principled approach. Also, it brings up to date with current thinking and perception on error correction in language learning.

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Section: Discussionsupporting

confidence: 79%

The Efficacy of Continuous Corrective Feedback on Writings of Saudi EFL Students

Chaudhary¹

2022

AWEJ

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“…Although Al-wossabi (2019) found that Saudi learners do not have a good perception of corrective feedback based on cultural factors, it is undoubtedly apparent from the results of this study that EFL learners at advanced levels have a positive attitude towards teachers' CF whether implicitly or explicitly. The students do not feel scared or go into defensive mode when they get the correction.…”

Section: Resultscontrasting

confidence: 63%

“…Further, some researchers view that the learners' attitude towards CF can get affected because of their cultures and beliefs. Al-wossabi (2019) states in his research on Saudi students that Saudi learners do not have a good perception of corrective feedback because of cultural factors, but this view is not shared by Hamouda. Hamouda's (2011) large scale survey conducted in Saudi Arabia on 200 EFL students and 20 teachers found that students valued written feedback, and they preferred to receive comprehensive direct feedback from their teachers.…”

Section: Literature Reviewmentioning

confidence: 98%

EFL students' attitudes toward corrective feedback: a study conducted at undergraduate level

Halim

Wahid

Halim

2021

SJLS

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PurposeThe purpose of this study is mainly to find out the EFL learners' attitude towards corrective feedback. This paper also investigates types of learners who prefer the online or offline corrective feedback, and how feedback should be tailored to the needs of the learners.Design/methodology/approachThe study was conducted on sixty female participants who were students of levels 7 and 8 of the B. A. program (English) at King Khalid University, Saudi Arabia. They were administered a questionnaire comprising eight questions about corrective feedback from teachers individually and independently so that they could identify their own choices without any influence from other participants. The items in the questionnaire were closed items.FindingsIt was found that both types of feedbacks are essential to enhance learners' linguistic accuracy. Learners have shown their positive attitude towards teachers' corrective feedback because they consider it a motivating learning tool. Not only that the learners have expressed the view that corrective feedback is very useful in enhancing the learning process for EFL learners. On the other hand, some of the learners are not serious about going through corrective feedback given by teachers because sometimes they are unable to differentiate between what helps or hampers progress towards language learning. However, they preferred both online (immediate/automated) feedback and offline (delayed) feedback. In general, the results state that the learners have expressed the view that corrective feedback is very useful in enhancing the learning process for EFL learners.Research limitations/implicationsThis study has some limitations. The first one is the sample size. Only students from levels 7 and 8 (undergraduates) were taken into consideration. The second limitation is that the researchers focused on only one university in Saudi Arabia. The third limitation is that no male students participated in this study. The results might be different if the male students participated as well.Originality/valueOne vital point in employing CF in the language classrooms is timing. Considering the timing of corrective feedback, teachers face the problem of whether CF should be immediate (online) or delayed (offline).

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“…Multiple scholarly investigations have delved into the ramifications of teacher-provided feedback on students' educational achievements, consistently confirming its salubrious impact on the caliber of writing and linguistic competence (Patra et al, 2022;Van Beuningen et al, 2012). Encouragingly, students themselves have exhibited a favorable disposition towards the invaluable feedback proffered by their teachers (Al-Wossabi, 2019;Maas, 2017;Waluyo & Rofiah, 2021).…”

Section: Teacher Assessment and Writing Achievementmentioning

confidence: 93%

“…Historically, teacher assessments have been the primary mechanism for evaluating writing proficiency, and their impact on student writing outcomes has been well-documented (Al-Wossabi, 2019;Van Beuningen et al, 2012). Recent scholarship, however, has broadened its scope to examine alternative assessment strategies, including peer and self-assessments.…”

mentioning

confidence: 99%

Enhancing English writing competence in higher education: a comparative study of teacher-only assessment versus teacher and student self-assessment approaches

Apridayani,

Han,

Sakkanayok

2024

Asian. J. Second. Foreign. Lang. Educ.

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Despite the critical role of academic English writing proficiency in higher education, existing research has inadequately addressed the comparative impact of teacher-led and student-involved assessments on writing outcomes. To address the research gap, this study aimed to evaluate the effectiveness of 'Teacher-Only Assessment' compared to 'Combined Teacher and Student Self-Assessment' in English writing at a university in southern Thailand. Additionally, the study examined the viewpoints of students regarding the implementation of these approaches. It utilized a sequential explanatory research design in conjunction with a quasi-experimental design. The research instruments included a series of writing tasks, a teacher assessment rubric, a self-assessment form, and a questionnaire with open-ended questions. A group of 62 first-year English majors was divided into two groups: a control group and an experimental group, consisting of 31 students each. Both groups were taking an English Composition I course for 12 weeks and were assigned the same writing tasks. The experimental group was provided with both self-assessments and teacher evaluations, whereas the control group solely received teacher evaluations. The quantitative data was analyzed using an independent sample, while the qualitative data was examined through a thematic analysis. Quantitatively, the independent t-test results indicated that there was no statistically significant distinction in overall writing performance between both groups, except for narrative paragraphs. Moreover, the qualitative findings emphasized the merits of incorporating teacher-led and student-involved assessments. This study suggests various implications for English as a Foreign Language (EFL) instruction and assessment practices.

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Corrective Feedback in the Saudi EFL Writing Context: A New Perspective

Cited by 4 publications

References 40 publications

The Efficacy of Continuous Corrective Feedback on Writings of Saudi EFL Students

The Efficacy of Continuous Corrective Feedback on Writings of Saudi EFL Students

EFL students' attitudes toward corrective feedback: a study conducted at undergraduate level

Enhancing English writing competence in higher education: a comparative study of teacher-only assessment versus teacher and student self-assessment approaches

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