Teacher Written Feedback In Efl Yemeni Context: A Qualitative Case Study Of Students’ Reactions And Utilisations

Mahfoodh, Omer Hassan Ali (2011) Teacher Written Feedback In Efl Yemeni Context: A Qualitative Case Study Of Students’ Reactions And Utilisations. PhD thesis, Universiti Sains Malaysia.

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Abstract

Teacher written feedback is the input from a reader to a writer with the effect of providing information to the writer for revision. This qualitative case study attempted to investigate eight English major EFL Yemeni students’ reactions to and utilisations of their teachers’ written feedback. The study is built on the most dominant theories in learning, writing, and revision. These theories are the cognitive process theory of writing, the socio-cultural theory of learning, the social constructivism theory of learning, and the revision process theory.

Item Type: Thesis (PhD)
Subjects: P Language and Literature > P Philology. Linguistics > P1-1091 Philology. Linguistics(General)
Divisions: Pusat Pengajian Bahasa Literasi & Terjemahan (School of Languages, Literacies and Translation) > Thesis
Depositing User: ASM Ab Shukor Mustapa
Date Deposited: 03 Oct 2018 02:39
Last Modified: 12 Apr 2019 05:26
URI: http://eprints.usm.my/id/eprint/42260

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