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

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

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 s...

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Main Author: Mahfoodh, Omer Hassan Ali
Format: Thesis
Language:English
Published: 2011
Subjects:
P1-1091 Philology
Linguistics(General)
Online Access:http://eprints.usm.my/42260/1/OMER_HASSAN_ALI_MAHFOODH.pdf
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id my-usm-ep.42260
record_format uketd_dc
spelling my-usm-ep.422602019-04-12T05:26:32Z Teacher Written Feedback In Efl Yemeni Context: A Qualitative Case Study Of Students’ Reactions And Utilisations 2011-07 Mahfoodh, Omer Hassan Ali P1-1091 Philology. Linguistics(General) 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. 2011-07 Thesis http://eprints.usm.my/42260/ http://eprints.usm.my/42260/1/OMER_HASSAN_ALI_MAHFOODH.pdf application/pdf en public phd doctoral Universiti Sains Malaysia Pusat Pengajian Bahasa Literasi & Terjemahan
institution Universiti Sains Malaysia
collection USM Institutional Repository
language English
topic P1-1091 Philology
Linguistics(General)
spellingShingle P1-1091 Philology
Linguistics(General)
Mahfoodh, Omer Hassan Ali
Teacher Written Feedback In Efl Yemeni Context: A Qualitative Case Study Of Students’ Reactions And Utilisations
description 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.
format Thesis
qualification_name Doctor of Philosophy (PhD.)
qualification_level Doctorate
author Mahfoodh, Omer Hassan Ali
author_facet Mahfoodh, Omer Hassan Ali
author_sort Mahfoodh, Omer Hassan Ali
title Teacher Written Feedback In Efl Yemeni Context: A Qualitative Case Study Of Students’ Reactions And Utilisations
title_short Teacher Written Feedback In Efl Yemeni Context: A Qualitative Case Study Of Students’ Reactions And Utilisations
title_full Teacher Written Feedback In Efl Yemeni Context: A Qualitative Case Study Of Students’ Reactions And Utilisations
title_fullStr Teacher Written Feedback In Efl Yemeni Context: A Qualitative Case Study Of Students’ Reactions And Utilisations
title_full_unstemmed Teacher Written Feedback In Efl Yemeni Context: A Qualitative Case Study Of Students’ Reactions And Utilisations
title_sort teacher written feedback in efl yemeni context: a qualitative case study of students’ reactions and utilisations
granting_institution Universiti Sains Malaysia
granting_department Pusat Pengajian Bahasa Literasi & Terjemahan
publishDate 2011
url http://eprints.usm.my/42260/1/OMER_HASSAN_ALI_MAHFOODH.pdf
_version_ 1747821046589816832

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