Abstract
This study aimed to investigate the attitudes of female Saudi English as a foreign language (EFL) learners towards the current practices and the challenges of teacher feedback. Utilizing a quantitative approach, 87 female Saudi EFL students completed a questionnaire about their experience with teacher feedback and the problems they encountered with this during the semester. The study aimed to explore two main aspects, including the students’ attitudes towards the current practices of teacher feedback and the challenges encountered, and the students’ suggestions for improving teacher feedback practices. The study outcomes revealed that the students receive direct and positive feedback. Additionally, the students perceived the teachers’ feedback to be useful and of good quality. The findings also indicated that students expect and prefer detailed feedback on their written tasks. However, the participants reported some concerns regarding the punctuality of teacher feedback and provided suggestions to improve such practices. The study also presents the limitations and recommendations for future research.
Highlights
Writing is considered one of the most difficult skills and challenges facing second language (L2) students (Richards & Renandya, 2002)
The present study aimed to elicit the attitudes of female Saudi English as a foreign language (EFL) undergraduate students towards the current practices of teacher feedback, as well as to explore the challenges encountered and the students’ suggestions for improving current teacher feedback practices
This study explored the attitudes of female Saudi EFL students regarding the current practices of teacher feedback, as well as the challenges encountered in this context and their suggestions for improving such practices
Summary
Writing is considered one of the most difficult skills and challenges facing second language (L2) students (Richards & Renandya, 2002). Teacher feedback represents one common way to respond to mistakes made by students and, enhance their writing abilities (Hyland & Hyland, 2006). Corrective feedback is often used by teachers as an instructional technique in L2 writing classes to help students enhance their writing performance. Providing corrective feedback to learners, either in the form of written commentary or teacher-learner discussions, has long been recognized as an important method for L2 writing teachers (Harmer, 2001). Hyland and Hyland (2006) asserted that teacher written feedback plays a significant role in writing classes. In order to maximize the benefits of teacher feedback in EFL writing classes, it is important to understand students’ attitudes towards teacher feedback, as this represents a key factor in determining the success of classroom activities. If students have negative beliefs or attitudes towards teacher feedback, they are unlikely to accept it
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
