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...
| Main Author: | |
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| Format: | Thesis |
| Language: | English |
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2011
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| Online Access: | http://eprints.usm.my/42260/ http://eprints.usm.my/42260/1/OMER_HASSAN_ALI_MAHFOODH.pdf |
| _version_ | 1848879512221122560 |
|---|---|
| author | Mahfoodh, Omer Hassan Ali |
| author_facet | Mahfoodh, Omer Hassan Ali |
| author_sort | Mahfoodh, Omer Hassan Ali |
| building | USM Institutional Repository |
| collection | Online Access |
| 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. |
| first_indexed | 2025-11-15T17:48:24Z |
| format | Thesis |
| id | usm-42260 |
| institution | Universiti Sains Malaysia |
| institution_category | Local University |
| language | English |
| last_indexed | 2025-11-15T17:48:24Z |
| publishDate | 2011 |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | usm-422602019-04-12T05:26:32Z http://eprints.usm.my/42260/ Teacher Written Feedback In Efl Yemeni Context: A Qualitative Case Study Of Students’ Reactions And Utilisations 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 NonPeerReviewed application/pdf en http://eprints.usm.my/42260/1/OMER_HASSAN_ALI_MAHFOODH.pdf 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. |
| 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 |
| title | 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_short | 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 |
| topic | P1-1091 Philology. Linguistics(General) |
| url | http://eprints.usm.my/42260/ http://eprints.usm.my/42260/1/OMER_HASSAN_ALI_MAHFOODH.pdf |