Teacher’s Feedback on Arabic Student Writing Process
Teacher feedback is an essential component of the instructional process and assessment. The aim of this study is to explore teacher feedback practices in the classroom context of Arabic language writing to determine the roles of teacher feedback from an assessment-for learning (AFL) perspective. Three questions guided the analysis of the data: (a) how teachers' practice feedback in the classroom, (b) the type of feedback used by teacher and (c) the students’ perception toward teacher feedback. Using single case study design, this qualitative study draws on multiple sources of data generated through classroom observations, field notes, interviews and documents. Results indicated that teacher feedback provided verbally, written and nonverbal. Feedback strategy can be categorized into types; judgemental, corrective, descriptive, prescriptive and motivational. In addition, the ﬁndings suggest that corrective feedback consider as a useful pedagogical device to improve second language pupils writing development. The paper concludes with implications for classroom teaching and learning as well as recommendations for the future.
This work is licensed under Creative Commons Attribution 3.0 License.
Mediterranean Journal of Social Sciences ISSN 2039-9340(Print) ISSN 2039-2117(Online)
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