Matches and mismatches between Saudi university students' English writing feedback preferences and teachers' practices

IF 4.2 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Assessing Writing Pub Date : 2024-06-17 DOI:10.1016/j.asw.2024.100863

Muhammad M.M. Abdel Latif , Zainab Alsuhaibani , Asma Alsahil

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引用次数: 0

Abstract

Though much research has dealt with feedback practices in L2 writing classes, scarce studies have tried to investigate learner and teacher feedback perspectives from a wide angle. Drawing on an 8-dimension framework of feedback in writing classes, this study investigated the potential matches and mismatches between Saudi university students' English writing feedback preferences and their teachers' reported practices. Quantitative and qualitative data was collected using a student questionnaire and a teacher one. The two surveys assessed students' preferences for and teachers' use of 26 writing feedback modes, strategies and activities. A total of 575 undergraduate English majors at 11 Saudi universities completed the student questionnaire, and 82 writing instructors completed the teacher questionnaire. The data analysis revealed that the differences between the students' English writing feedback preferences and their teachers' practices vary from one feedback dimension to another. The study generally indicates that the mismatches between the students' writing feedback preferences and the teachers' reported practices far exceed the matches. The qualitative data obtained from the answers to a set of open-ended questions in both questionnaires provided information about the students' and teachers' feedback-related beliefs and reasons. The paper ends with discussing the results and their implications.

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沙特大学生英语写作反馈偏好与教师实践之间的匹配与不匹配

尽管许多研究都涉及到了 L2 写作课堂中的反馈实践，但很少有研究试图从广阔的角度来调查学习者和教师的反馈观点。本研究以写作课反馈的 8 维框架为基础，调查了沙特大学生的英语写作反馈偏好与教师反馈实践之间的潜在匹配与不匹配。通过学生问卷和教师问卷收集了定量和定性数据。这两项调查评估了学生对 26 种写作反馈模式、策略和活动的偏好以及教师对这些模式、策略和活动的使用情况。共有 11 所沙特大学的 575 名英语专业本科生填写了学生问卷，82 名写作指导教师填写了教师问卷。数据分析显示，学生的英语写作反馈偏好与教师的做法之间的差异在反馈维度上各不相同。研究普遍表明，学生写作反馈偏好与教师反馈实践之间的不匹配程度远远超过匹配程度。通过对两份问卷中一组开放式问题的回答所获得的定性数据，提供了有关学生和教师与反馈相关的信念和原因的信息。本文最后讨论了研究结果及其影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Assessing Writing Multiple-

CiteScore

6.00

自引率

17.90%

发文量

期刊介绍： Assessing Writing is a refereed international journal providing a forum for ideas, research and practice on the assessment of written language. Assessing Writing publishes articles, book reviews, conference reports, and academic exchanges concerning writing assessments of all kinds, including traditional (direct and standardised forms of) testing of writing, alternative performance assessments (such as portfolios), workplace sampling and classroom assessment. The journal focuses on all stages of the writing assessment process, including needs evaluation, assessment creation, implementation, and validation, and test development.