Full Text Available
Note: Clicking the button above will open the full text document at the original institutional repository in a new window.
An investigation of teachers' self-reported and actual written feedback practices in Egyptian ESL Classes
There have been ongoing investigations on whether providing corrective feedback on grammatical errors in L2 writing is effective or not since the debate first emerged between Truscott (1996) and Ferris (1999). Research has focused mainly on students' performances and preferences as well as teachers'...
Saved in:
| Main Author: | |
|---|---|
| Format: | Thesis |
| Published: |
AUC Knowledge Fountain
2014
|
| Subjects: | |
| Tags: |
No Tags, Be the first to tag this record!
|
| _version_ | 1867613416261156864 |
|---|---|
| access_status_str | Open Access |
| author | Farag, Lidya Magdy Ibrahim |
| author_browse | Farag, Lidya Magdy Ibrahim |
| author_facet | Farag, Lidya Magdy Ibrahim |
| author_sort | Farag, Lidya Magdy Ibrahim |
| collection | Thesis |
| dc_rights_str_mv | The author retains all rights with regard to copyright. The author certifies that written permission from the owner(s) of third-party copyrighted matter included in the thesis, dissertation, paper, or record of study has been obtained. The author further certifies that IRB approval has been obtained for this thesis, or that IRB approval is not necessary for this thesis. Insofar as this thesis, dissertation, paper, or record of study is an educational record as defined in the Family Educational Rights and Privacy Act (FERPA) (20 USC 1232g), the author has granted consent to disclosure of it to anyone who requests a copy. |
| description | There have been ongoing investigations on whether providing corrective feedback on grammatical errors in L2 writing is effective or not since the debate first emerged between Truscott (1996) and Ferris (1999). Research has focused mainly on students' performances and preferences as well as teachers' perceptions and beliefs regarding error correction. However, limited research has compared teachers' actual practices to their self-reported practices. Therefore, this study focused on written feedback practices in a university context in Egypt, where the researcher investigated how teachers actually corrected grammatical errors as compared to what they reported in the survey. The major error correction strategies used in this study were related to two categories: comprehensiveness (comprehensive and selective correction) and explicitness (direct, indirect coded, and indirect un-coded correction). Data were gathered using three instruments: (1) a survey filled out by 65 teachers, (2) written feedback samples collected from 13 teachers, and (3) follow-up interviews conducted with seven teachers. The teachers who participated in this study work at The School of Continuing Education at The American University in Cairo. Teachers’ responses to the survey were compared to their actual practices in the feedback samples they provided. The results indicated that there were various differences between the teachers' actual and self-reported practices, such as over-reported, under-reported, or contrasting reported practices. The researcher conducted follow-up interviews to have an in-depth investigation of the reasons for the differences found. The study showed that teachers tended to over-report their comprehensiveness practices and under-report their explicitness practices. In addition, the reported practices showed that the majority prefer using comprehensive, selective, and indirect coded corrections, while they actually practiced comprehensive and direct corrections. Possible implications were discussed regarding ways to minimize the differences between teachers' self-reported and actual practices, as well as suggestions for providing effective corrective feedback to L2 students' writing. |
| format | Thesis |
| id | oai:fount.aucegypt.edu:etds-2164 |
| institution | American University in Cairo (Egypt) |
| last_indexed | 2026-06-10T12:35:47.730Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from AUC Knowledge Fountain — bepress |
| publishDate | 2014 |
| publishDateRange | 2014 |
| publishDateSort | 2014 |
| publisher | AUC Knowledge Fountain |
| publisherStr | AUC Knowledge Fountain |
| record_format | dspace |
| source_str | AUC Knowledge Fountain — bepress |
| spelling | oai:fount.aucegypt.edu:etds-2164 An investigation of teachers' self-reported and actual written feedback practices in Egyptian ESL Classes Farag, Lidya Magdy Ibrahim There have been ongoing investigations on whether providing corrective feedback on grammatical errors in L2 writing is effective or not since the debate first emerged between Truscott (1996) and Ferris (1999). Research has focused mainly on students' performances and preferences as well as teachers' perceptions and beliefs regarding error correction. However, limited research has compared teachers' actual practices to their self-reported practices. Therefore, this study focused on written feedback practices in a university context in Egypt, where the researcher investigated how teachers actually corrected grammatical errors as compared to what they reported in the survey. The major error correction strategies used in this study were related to two categories: comprehensiveness (comprehensive and selective correction) and explicitness (direct, indirect coded, and indirect un-coded correction). Data were gathered using three instruments: (1) a survey filled out by 65 teachers, (2) written feedback samples collected from 13 teachers, and (3) follow-up interviews conducted with seven teachers. The teachers who participated in this study work at The School of Continuing Education at The American University in Cairo. Teachers’ responses to the survey were compared to their actual practices in the feedback samples they provided. The results indicated that there were various differences between the teachers' actual and self-reported practices, such as over-reported, under-reported, or contrasting reported practices. The researcher conducted follow-up interviews to have an in-depth investigation of the reasons for the differences found. The study showed that teachers tended to over-report their comprehensiveness practices and under-report their explicitness practices. In addition, the reported practices showed that the majority prefer using comprehensive, selective, and indirect coded corrections, while they actually practiced comprehensive and direct corrections. Possible implications were discussed regarding ways to minimize the differences between teachers' self-reported and actual practices, as well as suggestions for providing effective corrective feedback to L2 students' writing. 2014-06-01T07:00:00Z thesis application/pdf https://fount.aucegypt.edu/etds/1165 https://fount.aucegypt.edu/context/etds/article/2164/viewcontent/Thesis_20__20Lidya_20Magdy_20Ibrahim.pdf The author retains all rights with regard to copyright. The author certifies that written permission from the owner(s) of third-party copyrighted matter included in the thesis, dissertation, paper, or record of study has been obtained. The author further certifies that IRB approval has been obtained for this thesis, or that IRB approval is not necessary for this thesis. Insofar as this thesis, dissertation, paper, or record of study is an educational record as defined in the Family Educational Rights and Privacy Act (FERPA) (20 USC 1232g), the author has granted consent to disclosure of it to anyone who requests a copy. Theses and Dissertations AUC Knowledge Fountain English language--Study and teaching Writing |
| spellingShingle | English language--Study and teaching Writing Farag, Lidya Magdy Ibrahim An investigation of teachers' self-reported and actual written feedback practices in Egyptian ESL Classes |
| title | An investigation of teachers' self-reported and actual written feedback practices in Egyptian ESL Classes |
| title_full | An investigation of teachers' self-reported and actual written feedback practices in Egyptian ESL Classes |
| title_fullStr | An investigation of teachers' self-reported and actual written feedback practices in Egyptian ESL Classes |
| title_full_unstemmed | An investigation of teachers' self-reported and actual written feedback practices in Egyptian ESL Classes |
| title_short | An investigation of teachers' self-reported and actual written feedback practices in Egyptian ESL Classes |
| title_sort | investigation of teachers self reported and actual written feedback practices in egyptian esl classes |
| topic | English language--Study and teaching Writing |
| url | https://fount.aucegypt.edu/etds/1165 https://fount.aucegypt.edu/context/etds/article/2164/viewcontent/Thesis_20__20Lidya_20Magdy_20Ibrahim.pdf |
| work_keys_str_mv | AT faraglidyamagdyibrahim aninvestigationofteachersselfreportedandactualwrittenfeedbackpracticesinegyptianeslclasses AT faraglidyamagdyibrahim investigationofteachersselfreportedandactualwrittenfeedbackpracticesinegyptianeslclasses |