東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Use of corrective feedback to foster...

Qasim, Asifa.

FindBook

Google Book

Amazon

博客來

Use of corrective feedback to foster learner autonomy. Pakistani university teachers' perspectives and practices regarding EFL error feedback.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Use of corrective feedback to foster learner autonomy. Pakistani university teachers' perspectives and practices regarding EFL error feedback./
作者:	Qasim, Asifa.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
面頁冊數:	241 p.
附註:	Source: Dissertation Abstracts International, Volume: 78-04(E), Section: A.
Contained By:	Dissertation Abstracts International78-04A(E).
標題:	English as a second language. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10296289
ISBN:	9781369395211

Use of corrective feedback to foster learner autonomy. Pakistani university teachers' perspectives and practices regarding EFL error feedback.
Qasim, Asifa.

Use of corrective feedback to foster learner autonomy. Pakistani university teachers' perspectives and practices regarding EFL error feedback. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 241 p.

Source: Dissertation Abstracts International, Volume: 78-04(E), Section: A.

Thesis (Ph.D.)--The University of Memphis, 2016.

This item is not available from ProQuest Dissertations & Theses.

This study investigates the relationship between Pakistani university teachers' beliefs and practices concerning how written corrective feedback (WCF) needs to be provided on student English as Foreign Language (EFL) writing and the contributing factors that impede the teachers from translating their beliefs into practice. In particular, the research seeks to examine the current written feedback practices of EFL university teachers, the kinds of written feedback employed, and perceptions regarding the variety of approaches employed to respond to student writing.

ISBN: 9781369395211Subjects--Topical Terms:

516208
English as a second language.

Use of corrective feedback to foster learner autonomy. Pakistani university teachers' perspectives and practices regarding EFL error feedback.
LDR:03730nmm a2200325 4500 001 2160435
005 20180727091502.5
008 190424s2016 ||||||||||||||||| ||eng d
020 $a 9781369395211
035 $a (MiAaPQ)AAI10296289
035 $a AAI10296289
040 $a MiAaPQ $c MiAaPQ
100 1 $a Qasim, Asifa. $3 3348356
245 1 0 $a Use of corrective feedback to foster learner autonomy. Pakistani university teachers' perspectives and practices regarding EFL error feedback.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2016
300 $a 241 p.
500 $a Source: Dissertation Abstracts International, Volume: 78-04(E), Section: A.
500 $a Adviser: Emily Thrush.
502 $a Thesis (Ph.D.)--The University of Memphis, 2016.
506 $a This item is not available from ProQuest Dissertations & Theses.
520 $a This study investigates the relationship between Pakistani university teachers' beliefs and practices concerning how written corrective feedback (WCF) needs to be provided on student English as Foreign Language (EFL) writing and the contributing factors that impede the teachers from translating their beliefs into practice. In particular, the research seeks to examine the current written feedback practices of EFL university teachers, the kinds of written feedback employed, and perceptions regarding the variety of approaches employed to respond to student writing.
520 $a The data for this research were collected from 39 EFL teachers from four different public-sector universities in Pakistan. Survey questionnaire, corrective feedback samples, and semi structured interviews were employed to explore the teachers' beliefs and practices through quantitative and qualitative analysis of data. The study found both match and mismatch between teachers' beliefs and practices. Teacher beliefs concerning the benefits of written error correction matched with their responses to the survey questionnaire and semi structured interviews. Teacher beliefs also predominantly matched up with their practices concerning the amount and focus of WCF. However, teacher beliefs were partially congruent as it pertained to the explicitness of WCF, the employment of positive feedback, and the source of WCF. Feedback samples showed that the teachers provided a combination of direct and indirect WCF despite holding the belief that feedback needs to be mostly indirect. Moreover, the majority of teachers claimed to provide WCF on content as well language form while the feedback they actually provided was mostly on language form. It is also pertinent to mention that the teachers maintained that they fostered autonomy in their students by providing positive feedback while the feedback samples clearly reflect the teachers' tendency to provide negative feedback. In addition, there was a complete congruence between the teachers' beliefs and practices in terms teacher-centered corrective feedback approach. Various contextual factors concerning overall educational and cultural context (e.g., shortage of time, large class size), teachers (e.g., experience), and students (e.g., language proficiency levels, expectations) widely affected teachers' perceptions and practices regarding WCF. The outcomes showed some similarity with prior studies dealing with teachers' beliefs, practices, and contextual factors, as the educational background may have had an influence on their feedback practices, at least those stated by the teachers in this research.
590 $a School code: 1194.
650 4 $a English as a second language. $3 516208
650 4 $a Teacher education. $3 3172312
650 4 $a Linguistics. $3 524476
690 $a 0441
690 $a 0530
690 $a 0290
710 2 $a The University of Memphis. $3 1025952
773 0 $t Dissertation Abstracts International $g 78-04A(E).
790 $a 1194
791 $a Ph.D.
792 $a 2016
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10296289