Date of Award

11-2016

Document Type

Thesis

Degree Name

Master of Education (Curriculum and Instruction)

Department

Curriculum and Methods of Instruction

First Advisor

Dr. Negmeldin Alsheikh

Second Advisor

Dr. Mohamad Shahan

Third Advisor

Dr. AbdarRalunan AI- Mekhlafi

Comments

This study aimed at exploring the perceived and the actual written feedback preferences between EFL students and teachers in the UAE. To achieve this aim a convergent parallel mixed-method research design was employed. The quantitative means featured self-report questionnaires for both teachers and students regarding their different types of feedback preferences. Teachers of cycle 3 (n=67) and eleventh grade students (n=116) in public schools participated in this study. Moreover, the qualitative means were collected through interviews which were conducted with teachers (n=23) and students (n=22) who were selected from the initial pool of both samples. Additionally, 28 documents from actual written feedback by teachers were incorporated for in-depth analysis to investigate the actual feedback provided by the teachers. Results of the study revealed that there were more similarities than variations among the teachers and students’ feedback preferences. Moreover, there were some variations among teachers’ perceived preferences and their actual practices of feedback provision. Furthermore, the students’ preferences aligned with their teachers actual practices. Additionally, when the teachers interviewed, the teachers revealed some factors that affect the use of feedback, such as schools’ demands and orientations regarding feedback, students’ proficiency levels and the nature of tasks and lessons objectives. Students viewed direct correction as viable option for them but it is not necessary needed with easy and simple tasks errors. The study offered some recommendations for teachers, curriculum planning, instruction and research

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