Learners’ Attitudes towards their Teachers Corrective Feedback and its Role in Improving EFL Learners’ Written Production. A Case Study: Second Year Learners of Stambouli Rabah Secondary School of Tizi Ouzou.
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Date
2016
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Publisher
University Mouloud Mammeri of Tizi-Ouzou
Abstract
The core of our investigation is the enlightenment on one of the main techniques in
teaching EFL which is corrective feedback. The aim of this study is to identify the learners’
attitudes towards teacher written corrective feedback and its role in developing learners’
writing skill. The study was conducted in Stambouli Rabah secondary school of Tizi Ouzou
relying on Ellis’s Typology of Written Corrective Feedback Theory. This research, in fact, is
based on mixed method research. It combines quantitative and qualitative methods.
Therefore, two different research instruments are taken into account. First, a questionnaire is
administered to second year learners of Stambouli Rabah secondary school of Tizi Ouzou to
obtain insights about their teacher corrective feedback, their preferences and attitudes
towards it. Second, content analysis of the learners’ exam papers is used to check the
usefulness of the teacher correction regarding learners’ written expression. The conclusion to
be drawn from this study is that the identification of learners’ attitudes can help gain insight
into the language learning process. So, teachers should be aware of the way they provide
their pupils with written corrective feedback and know how to motivate them to work harder
and be skillful writers. Learners, in their turn, should also accept their teachers’ directions
and guidance in order to achieve the general goal which is to learn English as a foreign
language.
Description
69p.:ill;30cm.(+cd)
Keywords
Citation
Language et Communication