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Feedback on the Feedback: Sociocultural Interpretation of Saudi ESL Learners' Opinions about Writing Feedback

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Title: Feedback on the Feedback: Sociocultural Interpretation of Saudi ESL Learners' Opinions about Writing Feedback
Language: English
Authors: Mustafa, Rami F.
Source: English Language Teaching. Mar 2012 5(3):3-15.
Availability: 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
Peer Reviewed: Y
Page Count: 13
Publication Date: 2012
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Descriptors: Feedback (Response), Qualitative Research, Sociocultural Patterns, Foreign Countries, Semi Structured Interviews, Student Attitudes, Best Practices, Writing (Composition), Teaching Methods, English (Second Language), Second Language Learning, Second Language Instruction, Writing Instruction, Foreign Students, Native Speakers
Geographic Terms: Canada (Vancouver), Saudi Arabia
ISSN: 1916-4742
Abstract: This qualitative study employed informal conversational interviews and semi-structured individual interviews to capture the Saudi students' opinions about the feedback they receive, and about their perceptions on what constitutes helpful feedback. Sociocultural theory was used as the framework of this study. The findings suggest that the Saudi students do not think highly of the feedback, and that the feedback they desire is markedly different from what they receive. The students mentioned several impediments to feedback. From a sociocultural perspective, the feedback practices do not adhere to the best practices of the theory, resulting in major hindrances to the students' learning/writing development.
Abstractor: As Provided
Number of References: 112
Entry Date: 2015
Accession Number: EJ1078925
Database: ERIC
FullText Text:
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  Data: 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
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  Data: This qualitative study employed informal conversational interviews and semi-structured individual interviews to capture the Saudi students' opinions about the feedback they receive, and about their perceptions on what constitutes helpful feedback. Sociocultural theory was used as the framework of this study. The findings suggest that the Saudi students do not think highly of the feedback, and that the feedback they desire is markedly different from what they receive. The students mentioned several impediments to feedback. From a sociocultural perspective, the feedback practices do not adhere to the best practices of the theory, resulting in major hindrances to the students' learning/writing development.
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  Data: 112
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  Data: 2015
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      – Text: English
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        PageCount: 13
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      – SubjectFull: Feedback (Response)
        Type: general
      – SubjectFull: Qualitative Research
        Type: general
      – SubjectFull: Sociocultural Patterns
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Best Practices
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      – SubjectFull: Writing (Composition)
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      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Second Language Learning
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      – SubjectFull: Second Language Instruction
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      – SubjectFull: Writing Instruction
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      – SubjectFull: Foreign Students
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      – SubjectFull: Native Speakers
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      – SubjectFull: Canada (Vancouver)
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      – SubjectFull: Saudi Arabia
        Type: general
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      – TitleFull: Feedback on the Feedback: Sociocultural Interpretation of Saudi ESL Learners' Opinions about Writing Feedback
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