Document Details

Document Type : Thesis 
Document Title :
THE PERCEPTION OF FEMALE SAUDI ENGLISH STUDENTS’ OF THE RELATIVE VALUE OF FEEDBACK CONFERENCING ON WRITING ACHIEVEMENT
انطباعات طالبات تخصص اللغة الانجليزية عن مدى فعالية مقابلات التغذية الراجعة في تقدم ادائهم في مهارة الكتابة
 
Subject : English Language Institute 
Document Language : Arabic 
Abstract : The study focused on feedback-based writing conferences (FBWCs) that involve feedback sessions with ‎the teacher in a more dialogic and collaborative atmosphere to respond to students writing. The ‎rationale behind eliciting students’ views and preferences regarding one-on-one and group FBWCs ‎stemmed from the importance of fostering effective collaboration between students and their ‎teachers using the learners’ preferred approaches of critical and constructive discussions. Three ‎research questions were developed to guide the mixed methods study, which focused on students’ ‎perceptions, their preferences concerning individual or group FBWCs, and their suggestions for better ‎implementation of FBWCs in foundational academic writing courses. The study’s participants were 77 ‎first-year female university students majoring in English. All the students responded to an online survey, ‎and nine of them voluntarily participated in semi-structured interviews. Statistical analyses of ‎quantitative data were performed by SPSS, using a descriptive analysis approach in addition to using ‎paired t tests. A thematic analysis approach was used to analyse qualitative data. Findings revealed ‎students’ satisfactions with, and their positive views about, the usefulness of FBWCs for their academic ‎writing development. The students’ responses indicated no significant differences between their ‎preferences for individual or group FBWCs; however, students emphasized their needs for adequate ‎and meaningful feedback in collaborative and motivating environments. The results identified ‎implications for EFL teaching, namely, that teachers should play facilitating and guiding roles during ‎individual and group FBWCs, given that students expressed preferences for the teacher’s feedback over ‎peer-and self-evaluation.‎ 
Supervisor : Dr. Abeer Al-Thaqafi 
Thesis Type : Master Thesis 
Publishing Year : 1441 AH
2019 AD 
Added Date : Sunday, December 15, 2019 

Researchers

Researcher Name (Arabic)Researcher Name (English)Researcher TypeDr GradeEmail
وفاء معيض الرزقيAl-Rizky, Wafa'a MaidhResearcherMaster 

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