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A Phenomenological Study of the Perceptions of ESL/EFL Students on Teacher Written Feedback.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A Phenomenological Study of the Perceptions of ESL/EFL Students on Teacher Written Feedback./
Author:	Abourizk, Rana.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	152 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-06, Section: A.
Contained By:	Dissertations Abstracts International82-06A.
Subject:	Educational administration. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28155258
ISBN:	9798698543053

A Phenomenological Study of the Perceptions of ESL/EFL Students on Teacher Written Feedback.
Abourizk, Rana.

A Phenomenological Study of the Perceptions of ESL/EFL Students on Teacher Written Feedback. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 152 p.

Source: Dissertations Abstracts International, Volume: 82-06, Section: A.

Thesis (Ph.D.)--Northcentral University, 2020.

This item must not be sold to any third party vendors.

Adult online English as a Second Language and English as a Foreign Language students face challenges understanding teachers' written feedback strategies and achieving their language learning goals. Students may not understand the language, have enough confidence, and may feel confused because of misinterpretation from the teacher. The problem addressed in this study was the lack of general training for students and teachers on the different types of teacher-written feedback. The purpose of this qualitative, phenomenological study was to understand English as a Second Language and English as a Foreign Language students' experiences of written feedback and the type of feedback they prefer and to identify the students' perceptions about misunderstood feedback. A phenomenological study was carefully chosen to address the purpose of the study. This research was guided by, and the findings were interpreted and evaluated using Krashen's language acquisition theory and Swain's output hypothesis. The modern cognitive theory provides a framework for understanding how learners acquire a language. Data were collected using semi-structured individual online interviews with ten adult ESL and EFL students. The research question was, what are the experiences of online ESL and EFL students with written feedback, and what are their feedback preferences? Five major themes emerged from the participants' lived experiences and essence of the phenomenon: (a) positive experience and positive impact; (b) awareness of and receiving direct feedback; (c) frustration; (d) consistent feedback and error correction, and (e) no training or rubric on written feedback. The findings of the study revealed that the majority of students found written feedback to increase engagement, build confidence, and improve grades in English. Students were aware and received direct feedback. The majority of learners never felt frustrated with direct written feedback and students with focused direct feedback said they improved in writing accuracy. Recommendations for practice include having schools survey students periodically to ascertain whether they are happy with the amount and consistency of feedback received. Teachers can keep a journal on how much feedback they provide daily and how much they encourage students to give their opinions about the feedback received and use the journal to reflect on their behaviors and the students' performance. Since students claimed that direct feedback did not cause frustration, teachers can use direct written feedback in classrooms. Recommendations for future research are: a longitudinal study that involves teaching first-year college students the types of written feedback and using those types in the classroom, next a quantitative study with a pretest and posttest design can be used to measure the effectiveness of the training on students' writing, and lastly, to use an experimental research design where students are put into different groups that each receive different types of feedback, along with an essay to write to measure the effectiveness of different types of written feedback. .

ISBN: 9798698543053Subjects--Topical Terms:

2122799
Educational administration.
Subjects--Index Terms:

E-learning

A Phenomenological Study of the Perceptions of ESL/EFL Students on Teacher Written Feedback.
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500 $a Source: Dissertations Abstracts International, Volume: 82-06, Section: A.
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502 $a Thesis (Ph.D.)--Northcentral University, 2020.
506 $a This item must not be sold to any third party vendors.
520 $a Adult online English as a Second Language and English as a Foreign Language students face challenges understanding teachers' written feedback strategies and achieving their language learning goals. Students may not understand the language, have enough confidence, and may feel confused because of misinterpretation from the teacher. The problem addressed in this study was the lack of general training for students and teachers on the different types of teacher-written feedback. The purpose of this qualitative, phenomenological study was to understand English as a Second Language and English as a Foreign Language students' experiences of written feedback and the type of feedback they prefer and to identify the students' perceptions about misunderstood feedback. A phenomenological study was carefully chosen to address the purpose of the study. This research was guided by, and the findings were interpreted and evaluated using Krashen's language acquisition theory and Swain's output hypothesis. The modern cognitive theory provides a framework for understanding how learners acquire a language. Data were collected using semi-structured individual online interviews with ten adult ESL and EFL students. The research question was, what are the experiences of online ESL and EFL students with written feedback, and what are their feedback preferences? Five major themes emerged from the participants' lived experiences and essence of the phenomenon: (a) positive experience and positive impact; (b) awareness of and receiving direct feedback; (c) frustration; (d) consistent feedback and error correction, and (e) no training or rubric on written feedback. The findings of the study revealed that the majority of students found written feedback to increase engagement, build confidence, and improve grades in English. Students were aware and received direct feedback. The majority of learners never felt frustrated with direct written feedback and students with focused direct feedback said they improved in writing accuracy. Recommendations for practice include having schools survey students periodically to ascertain whether they are happy with the amount and consistency of feedback received. Teachers can keep a journal on how much feedback they provide daily and how much they encourage students to give their opinions about the feedback received and use the journal to reflect on their behaviors and the students' performance. Since students claimed that direct feedback did not cause frustration, teachers can use direct written feedback in classrooms. Recommendations for future research are: a longitudinal study that involves teaching first-year college students the types of written feedback and using those types in the classroom, next a quantitative study with a pretest and posttest design can be used to measure the effectiveness of the training on students' writing, and lastly, to use an experimental research design where students are put into different groups that each receive different types of feedback, along with an essay to write to measure the effectiveness of different types of written feedback. .
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