The Impact of Written Feedback on English Additional Language Students’ Writings” From Students’ Perception

Abstract

This case study provides an analysis of EAL students’ written work feedback. Qualitative research methods were used to collect data through document analysis of EAL students’ recount writings and semi-structured interviews. The case study was conducted on both school and university EAL students for three months in Dubai. Two small groups of 175 students each were involved from an international school and a university in Dubai. The case study points out related theories, previous related studies, methodology, challenges, and limitations. As per students’ perspective, effective written feedback should be detailed and constructive, and it should advise students how they can enhance their writing. Then proposed a series of strategies for making the function of feedback positive and beneficial. The case study concludes by offering suggestions for research and practice that actively engage students in the written feedback process and creating a unified framework for teachers to follow.

Citation: Nora Nour Sheikh (2021) The Impact of Written Feedback on English Additional Language Students’ Writings” From Students’ Perception, European Journal of English Language and Literature Studies, Vol.9, No.8, pp.1-22

Keywords: Additional Language, English, corrective written feedback

Article Review Status: Published

Pages: 1-22 (Download PDF)

Creative Commons Licence
This work by European American Journals is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License