Saudi Learners' Perceptions of Feedback on their Written Tasks.
Constructive feedback is considered vital in addressing students' errors in written tasks. The findings of empirical studies have reported the usefulness of giving feedback in many contexts, but evidence concerning incorporating students' preferences and choices about different approaches of feedbac...
| Publicado en: | International Research Journal of Art & Humanities Vol. 46; no. 46; pp. 1 - 2 |
|---|---|
| Autores principales: | , , |
| Formato: | Artículo |
| Publicado: |
Knowledge Bylanes
2018
|
| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=134925154&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 134925154 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 10169342 BJIA jtl: International Research Journal of Art & Humanities issn: 10169342 maglogo: N pubinfo: dt: 2018 vid: 46 iid: 46 pid: 67925 pub: Knowledge Bylanes artinfo: ui: 134925154 ppf: 1 ppct: 1 formats: fmt: @attributes: type: T tig: atl: Saudi Learners' Perceptions of Feedback on their Written Tasks. aug: au: Umer, Muhammad Ahmad, Bashir Soomro, Abdul Fattah su: Psychological feedback Teaching methods Educational technology Second language acquisition Higher education sug: subj: Psychological feedback Teaching methods Educational technology Second language acquisition Higher education keyword: Constructive Feedback Learning Outcomes Writing Tasks ab: Constructive feedback is considered vital in addressing students' errors in written tasks. The findings of empirical studies have reported the usefulness of giving feedback in many contexts, but evidence concerning incorporating students' preferences and choices about different approaches of feedback in Saudi tertiary education is still underexplored. The present study reports the perceptions and preferences of Taif University preparatory-year students regarding various methods of feedback for their writing tasks. A forty-item questionnaire was distributed among 150 undergraduates. The participants' responses were SPSS processed for means and standard deviations. The results revealed that the respondents considered their teachers' direct written feedback effective followed by oral conference. Hence, the study bears implications for both assessment policy makers and for teachers to incorporate maximum written feedback supported by face to face interaction in their assessment-based instructions for improved learning outcomes. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of International Research Journal of Art & Humanities is the property of Knowledge Bylanes and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: International Research Journal of Art & Humanities holder: Knowledge Bylanes dt: @attributes: year: 2018 holdings: @attributes: islocal: N |
|---|