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Deanship of Graduate Studies
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 Type
Dr Grade
Email
وفاء معيض الرزقي
Al-Rizky, Wafa'a Maidh
Researcher
Master
Files
File Name
Type
Description
45677.pdf
pdf
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