TECHNOLOGY-MEDIATED WRITTEN CORRECTIVE FEEDBACK: EFL TEACHERS’ BELIEFS AND THIER PRACTICES

Abdullah Mohammed Khamis Al Maqbali; Mohaida Mohin

EN

TECHNOLOGY-MEDIATED WRITTEN CORRECTIVE FEEDBACK: EFL TEACHERS’ BELIEFS AND THIER PRACTICES

Abstract

The objectives of this research are divided into two parts, 1) to explore the beliefs of the Sohar University General Foundation English teachers of EFL writing regarding TMWCF and 2) To explore how the teachers practice TMWCF in the writing classroom. Seven writing teachers took part in this study. TMWCF beliefs and self-reported practices were investigated using semi-structured interviews with instructors. The findings of the study revealed that: teachers' attitudes and behaviours were both consistent and inconsistent. Teachers' ideas about error detection and repair matched with what they did. However, the teachers' attitudes on redrafting, feedback explicitness, feedback volume, feedback source, and feedback emphasis did not match their behaviours.

Keywords

References

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Details

Primary Language

English

Subjects

-

Journal Section

Research Article

Authors

Abdullah Mohammed Khamis Al Maqbali ^*
Malaysia

Mohaida Mohin
Malaysia

Publication Date

May 7, 2022

Submission Date

March 8, 2022

Acceptance Date

April 28, 2022

Published in Issue

Year 1970 Volume: 8 Number: 22

IZ

https://izlik.org/JA25XT37ZJ

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Al Maqbali AMK, Mohin M (May 1, 2022) TECHNOLOGY-MEDIATED WRITTEN CORRECTIVE FEEDBACK: EFL TEACHERS’ BELIEFS AND THIER PRACTICES. IJASOS- International E-journal of Advances in Social Sciences 8 22 91–106.

TECHNOLOGY-MEDIATED WRITTEN CORRECTIVE FEEDBACK: EFL TEACHERS’ BELIEFS AND THIER PRACTICES

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