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dc.contributor.author Hamade, Reem
dc.date.accessioned 2022-04-28T09:02:51Z
dc.date.available 2022-04-28T09:02:51Z
dc.date.copyright 2020 en_US
dc.date.issued 2020-05-18
dc.identifier.uri http://hdl.handle.net/10725/13519
dc.description.abstract This study aimed at identifying English language teachers’ perspectives of middle-school L2 learners’ challenges when receiving feedback on their writing essays, and exploring cycle 3 English language teachers’ feedback practices to help learners overcome these challenges in Lebanon. To achieve this aim, a mixed-method research design was employed. 60 cycle 3 English language teachers in private and public schools in Lebanon participated in this study. The quantitative part consisted of a teacher questionnaire regarding teachers’ perceptions of and practices in the process of feedback giving. The qualitative component involved 11 teacher interviews, a review of 6 documents from actual written feedback by an English language teacher on cycle 3 learners’ essays, and finally a personal diary based on the researcher’s experience in feedback giving. Findings of the study revealed that learners’ low language proficiency, low self-confidence, obsession with grades, inability to understand the feedback provided, and getting overwhelmed with feedback are the obstacles that hinder L2 learners from benefitting from the feedback they receive on their essays. Teachers’ feedback practices did not align with learners’ feedback preferences as identified in published studies presented in the literature review. The study also revealed that teachers prefer indirect-selective feedback but they provide direct-selective feedback on surface errors while learners prefer receiving indirect-comprehensive feedback. Finally, limitations, recommendations, and suggestions for further research were also presented. en_US
dc.language.iso en en_US
dc.subject Teacher-student relationships -- Lebanon en_US
dc.subject Feedback (Psychology) en_US
dc.subject Creative writing (Middle school) -- Lebanon -- Evaluation en_US
dc.subject English language -- Study and teaching (Middle school) -- Lebanon en_US
dc.subject Lebanese American University -- Dissertations en_US
dc.subject Dissertations, Academic en_US
dc.type Thesis en_US
dc.term.submitted Spring en_US
dc.author.degree MA in Education en_US
dc.author.school SAS en_US
dc.author.idnumber 201305802 en_US
dc.author.commembers Bahous, Rima
dc.author.commembers Nabahani, Mona
dc.author.department Social and Education Sciences en_US
dc.description.physdesc 1 online resource (xii, 117 leaves) : facsims. en_US
dc.author.advisor Oueini, Ahmad
dc.keywords Comprehensive Feedback en_US
dc.keywords Correction Codes en_US
dc.keywords Direct Feedback en_US
dc.keywords Feedback en_US
dc.keywords Indirect Feedback en_US
dc.keywords Positive Feedback en_US
dc.keywords Selective Feedback en_US
dc.keywords Written Corrective Feedback en_US
dc.description.bibliographiccitations Includes bibliographical references (leaf 72-83). en_US
dc.identifier.doi https://doi.org/10.26756/th.2022.285
dc.author.email reem.hamade@lau.edu en_US
dc.identifier.tou http://libraries.lau.edu.lb/research/laur/terms-of-use/thesis.php en_US
dc.publisher.institution Lebanese American University en_US
dc.author.affiliation Lebanese American University en_US

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