EFL Turkish University Students’ Preferences about Teacher Feedback and its Importance

Kahraman, Ayhan; Yalvaç, Fatma

doi:10.1016/j.sbspro.2015.07.489

Cited by 14 publications

(14 citation statements)

References 26 publications

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“…Thus, it is no surprise that similar patterns of student preferences were observed in terms of their beliefs about the WCF. These similarities go hand in hand with the other findings in the literature (e.g., Alavi & Kaivanpanah, 2007;Al-Shammari, 2011;Kahraman & Yalvaç, 2015). In addition, both groups reported that they read most of the feedback given to their preliminary drafts whereas only some of the feedback given to their final drafts.…”

Section: Discussionsupporting

confidence: 79%

“…Research in this area can guide practitioners to gain insight into the psycholinguistic and sociolinguistic mechanisms shaped by gender differences so that the students can be given the necessary guidance in the course of becoming proficient writers in a second/foreign language. Among the very few studies investigating the role of gender on student preferences about WCF, the general conclusion is that the males and females do not differ in their perceptions of the WCF given to their academic writings (Alavi & Kaivanpanah, 2007;Al-Shammari, 2011;Kahraman & Yalvaç, 2015). The claim is that both groups of students hold similar beliefs about the WCF practices in the L2 writing classes.…”

Section: Introductionmentioning

confidence: 99%

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Yabancı dil olarak İngilizcenin öğretildiği bir ortamda çoklu taslak kompozisyonlara verilen yazılı düzeltici geribildirimine öğrenci tepki ve yeğleyişlerinin ne kadarını cinsiyet farklılıkları açıklayabilir?

Geçkin

2020

RumeliDE Dil Ve Edebiyat Araştırmaları Dergisi

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Section: Discussionsupporting

confidence: 79%

Section: Introductionmentioning

confidence: 99%

Yabancı dil olarak İngilizcenin öğretildiği bir ortamda çoklu taslak kompozisyonlara verilen yazılı düzeltici geribildirimine öğrenci tepki ve yeğleyişlerinin ne kadarını cinsiyet farklılıkları açıklayabilir?

Geçkin

2020

RumeliDE Dil Ve Edebiyat Araştırmaları Dergisi

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“…An anonymous questionnaire combining the Likert scale and rank order questions was composed for students. The questionnaire was designed with reference to the studies by Kahraman & Yalvac (2015), Diab (2005) and the ESLP 82 questionnaire. Lithuanian and French students were asked to fill the questionnaire (online or paper version) upon or near to the completion of English language level C1 course.…”

Section: Methodsmentioning

confidence: 99%

Learners’ preferences towards Corrective feedback in writing assignments in tertiary education

Horbačauskienė

Kasperavičienė

2015

ExELL

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For several decades, there has been a heated debate about the value of providing corrective feedback in writing assignments in English as a foreign language (EFL) classes. Despite the fact that corrective feedback in writing has been analysed from various angles, learners’ expectations regarding feedback given by language instructors are still to be considered, especially in different learning settings. Student attitudes have been found to be associated with motivation, proficiency, learner anxiety, autonomous learning, etc. (Elwood & Bode, 2014). Thus, the aim of this paper was to compare EFL learners’ attitudes towards corrective feedback and self-evaluation of writing skills in different learning settings. Students at two technological universities in France and Lithuania were surveyed and asked to complete an anonymous questionnaire combining the Likert scale and rank order questions. The results indicate that frequency of writing assignments seems to have little or no impact on students’ self-evaluation of writing skills. Moreover, although the two groups of students showed preference for feedback on different error types (e.g., feedback on structure vs. feedback on grammar), nevertheless, indirect corrective feedback with a clue was favoured by all the respondents.

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“…The researchers suggested that instructors could lessen students' anxieties about the fairness of peer feedback by engaging in the grading process and providing them with training and support for conducting peer feedback. Kahraman and Yalvaç (2015) investigated 93 EFL Turkish university learners' attitudes towards teacher feedback and the effect of gender on their preferences. At the first stage of data collection procedure, the participants were given two short paragraphs and were asked to find their grammatical errors.…”

Section: Literature Reviewmentioning

confidence: 99%

EFL Students’ Perceptions of Teacher Feedback and Intra-Feedback in Writing Essays

Kazemi

Abadikhah

Dehqan

2018

KJHSS

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This study examines EFL students’ perceptions of teacher feedback and intra-feedback in writing essays in an EFL university context. Traditionally, teachers who were considered more knowledgeable provided feedback to students' writing. Recently, peer feedback is considered as an alternative form of feedback, which involves a dynamic process of reviewing and discussing one another’s text in a writing class. Intra-feedback, another form of peer feedback, is a reviewer-oriented practice in which two reviewers discuss their comments provided individually on the composition of another student. This paper investigates 21 EFL students’ perceptions of teacher feedback and peer feedback using intra-feedback technique. Both quantitative and qualitative data were collected using a questionnaire and follow-up semi-structured interviews. The results of the questionnaire indicated that students perceived teacher feedback to be most useful in improving the content, organization and language of their essays. From the interviews with the students, their preferences toward feedback provider, feedback focus, feedback provision and intrafeedback inclusion were elicited. Some pedagogical implications for the EFL writing instruction can be made including creation of opportunities for students to become aware of effective reviewing techniques, improvement of peer feedback quality and increasing students’ confidence and critical thinking.

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EFL Turkish University Students’ Preferences about Teacher Feedback and its Importance

Cited by 14 publications

References 26 publications

Yabancı dil olarak İngilizcenin öğretildiği bir ortamda çoklu taslak kompozisyonlara verilen yazılı düzeltici geribildirimine öğrenci tepki ve yeğleyişlerinin ne kadarını cinsiyet farklılıkları açıklayabilir?

Yabancı dil olarak İngilizcenin öğretildiği bir ortamda çoklu taslak kompozisyonlara verilen yazılı düzeltici geribildirimine öğrenci tepki ve yeğleyişlerinin ne kadarını cinsiyet farklılıkları açıklayabilir?

Learners’ preferences towards Corrective feedback in writing assignments in tertiary education

EFL Students’ Perceptions of Teacher Feedback and Intra-Feedback in Writing Essays

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