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Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/3749

Authors: Maru, Mohammed
Advisors: Ato Amanuel Gebru (Assistant Professor)
Copyright: Jun-2009
Date Added: 14-Nov-2012
Abstract: The purpose of this study was to investigate the teachers' written feedback practice and students' preferences and the reasons behind their practices and preferences. Specifically it was aimed at finding out: (1) What teachers' written feedback practices are, (2) the reasons benind their written feedback practices, (3) students' preferences for this feedback and reasons for their preferences, (4) the discrepancies between teacher written feedback practices and students' preferences (5) the students' feelings about and responses to teachers' written feedback. In order to achieve these aims, feedback analysis of 75 marked papers collected from 5 instructors of Sophomore English at OBU were compared with: (1) teachers' reported practice from a questionnaire survey and a follow up interview with all of them (2) data found from questionnaire administered to 80 students (who were randomly selected from 12 section of four departments) which probed their preferences and reasons for their preferences (3) an interview data with 15 of students , which revealed their feelings about and responses to written feedback. The results show that there were mismatches not only between what teachers reported and what they actually provided but also between teachers' actual feedback practice and students' preferences. Teachers provided feedback after students had completed their work., wi·dle over half (56.25%) students preferred to get this feedback in the earlier drafts and after the final ones. Feedback analysis indicated that teachers focused on form (86.7%) than on organization (3.07%) and content (3.42%) which met students' preferences. But over 60% the students wanted more feedback on each area. The study also revealed that on average teachers mostly employed direct correction (64.27%) employing the techniques 'adding', 'deleting', 'substitution' land indirect correction using 'underline'! 'circle' technique (34.42%), which mismatched students' preferences as they preferred direct correction over indirect correction. In spite of instructors' error focused feedback, negative comments and criticism, students seemed to be generally positive about teachers' written feedback. Most teachers rarely discussed their feedback behavior for the students. Finally, based on the findings, discussions and conclusions the researcher suggested the need to: take into account learners' preferences in written feedback, employ a range of indirect error feedback strategies, focus on global aspects of students' writing, give preise and criticism side by side, encourage students to write multiple drafts, and intervene in the students' writing process.
URI: http://hdl.handle.net/123456789/3749
Appears in:Thesis - Teaching English as a Foreign Language

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