國立虎尾科技大學 |

Use of corrective feedback to foster learner autonomy. Pakistani university teachers' perspectives and practices regarding EFL error feedback.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Use of corrective feedback to foster learner autonomy. Pakistani university teachers' perspectives and practices regarding EFL error feedback./
作者:	Qasim, Asifa.
面頁冊數:	1 online resource (241 pages)
附註:	Source: Dissertation Abstracts International, Volume: 78-04(E), Section: A.
標題:	English as a second language. -
電子資源:	click for full text (PQDT)
ISBN:	9781369395211

Use of corrective feedback to foster learner autonomy. Pakistani university teachers' perspectives and practices regarding EFL error feedback.
Qasim, Asifa.

Use of corrective feedback to foster learner autonomy. Pakistani university teachers' perspectives and practices regarding EFL error feedback. - 1 online resource (241 pages)

Source: Dissertation Abstracts International, Volume: 78-04(E), Section: A.

Thesis (Ph.D.)--The University of Memphis, 2016.

Includes bibliographical references

This study investigates the relationship between Pakistani university teachers' beliefs and practices concerning how written corrective feedback (WCF) needs to be provided on student English as Foreign Language (EFL) writing and the contributing factors that impede the teachers from translating their beliefs into practice. In particular, the research seeks to examine the current written feedback practices of EFL university teachers, the kinds of written feedback employed, and perceptions regarding the variety of approaches employed to respond to student writing.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781369395211Subjects--Topical Terms:

1148422
English as a second language.
Index Terms--Genre/Form:

554714
Electronic books.

Use of corrective feedback to foster learner autonomy. Pakistani university teachers' perspectives and practices regarding EFL error feedback.
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100 1 $a Qasim, Asifa. $3 1148556
245 1 0 $a Use of corrective feedback to foster learner autonomy. Pakistani university teachers' perspectives and practices regarding EFL error feedback.
264 0 $c 2016
300 $a 1 online resource (241 pages)
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500 $a Source: Dissertation Abstracts International, Volume: 78-04(E), Section: A.
500 $a Adviser: Emily Thrush.
502 $a Thesis (Ph.D.)--The University of Memphis, 2016.
504 $a Includes bibliographical references
520 $a This study investigates the relationship between Pakistani university teachers' beliefs and practices concerning how written corrective feedback (WCF) needs to be provided on student English as Foreign Language (EFL) writing and the contributing factors that impede the teachers from translating their beliefs into practice. In particular, the research seeks to examine the current written feedback practices of EFL university teachers, the kinds of written feedback employed, and perceptions regarding the variety of approaches employed to respond to student writing.
520 $a The data for this research were collected from 39 EFL teachers from four different public-sector universities in Pakistan. Survey questionnaire, corrective feedback samples, and semi structured interviews were employed to explore the teachers' beliefs and practices through quantitative and qualitative analysis of data. The study found both match and mismatch between teachers' beliefs and practices. Teacher beliefs concerning the benefits of written error correction matched with their responses to the survey questionnaire and semi structured interviews. Teacher beliefs also predominantly matched up with their practices concerning the amount and focus of WCF. However, teacher beliefs were partially congruent as it pertained to the explicitness of WCF, the employment of positive feedback, and the source of WCF. Feedback samples showed that the teachers provided a combination of direct and indirect WCF despite holding the belief that feedback needs to be mostly indirect. Moreover, the majority of teachers claimed to provide WCF on content as well language form while the feedback they actually provided was mostly on language form. It is also pertinent to mention that the teachers maintained that they fostered autonomy in their students by providing positive feedback while the feedback samples clearly reflect the teachers' tendency to provide negative feedback. In addition, there was a complete congruence between the teachers' beliefs and practices in terms teacher-centered corrective feedback approach. Various contextual factors concerning overall educational and cultural context (e.g., shortage of time, large class size), teachers (e.g., experience), and students (e.g., language proficiency levels, expectations) widely affected teachers' perceptions and practices regarding WCF. The outcomes showed some similarity with prior studies dealing with teachers' beliefs, practices, and contextual factors, as the educational background may have had an influence on their feedback practices, at least those stated by the teachers in this research.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a English as a second language. $3 1148422
650 4 $a Teacher education. $3 1148451
650 4 $a Linguistics. $3 557829
655 7 $a Electronic books. $2 local $3 554714
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690 $a 0530
690 $a 0290
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a The University of Memphis. $3 1148557
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10296289 $z click for full text (PQDT)