United Arab Emirates University Scholarworks@UAEU Theses Electronic Theses and Dissertations 11-2016 Exploring the Perceived and the Actual Written Feedback Preferences between Elf Students And Teachers in the UAE Najah Asad Al Mohammedi Follow this and additional works at:https://scholarworks.uaeu.ac.ae/all_theses Part of theCurriculum and Instruction Commons Recommended Citation Al Mohammedi, Najah Asad, "Exploring the Perceived and the Actual Written Feedback Preferences between Elf Students And Teachers in the UAE" (2016).Theses. 470. https://scholarworks.uaeu.ac.ae/all_theses/470 This Thesis is brought to you for free and open access by the Electronic Theses and Dissertations at Scholarworks@UAEU. It has been accepted for inclusion in Theses by an authorized administrator of Scholarworks@UAEU. 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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. Keywords: Written Corrective Feedback, Indirect Feedback, Direct Feedback, Focused Feedback, Unfocused Feedback, Feedback on Form, and Feedback on Content. viii Title and Abstract (in Arabic) ةيزيلجنلاا ةغللا تاملعمو تابلاطل بوتكملا حيحصتلا يف ةيلعفلا تاسرامملاو تلايضفتلاو تاعانقلا فاشكتسإ ةدحتملا ةيبرعلا تاراملاا ةلود يف صخلملا تاظحلاملاب قلعتي اميف ةيلعفلا تاسرامملاو تلايضفتلاو تاعانقلا ءاصقتسإ وه ةساردلا هذه نم فدهلا فدهلا اذه قيقحتل .ةدحتملا ةيبرعلا تاراملاا ةلود يف تابلاطلاو ةيزيلجنلاا ةغللا تاملعمل ةبوتكملا ةيحيحصتلا نم ةيمكلا تاودلاا تزرب تيح ,عمجتملا يزاوتملا جذومنلا ًاديدحتو جودزملا ثحبلا بولسإ ةثحابلا تدمتعإ حيحصتلل ةفلتخملا عاونلااب قلعتي اميف نهتلايضفت نع ريبعتلل تابلاطلاو تاملعملل تانايبتسلاا مادختسإ للاخ تابلاط نم )116=ن( و ةثلاثلا ةقلحلا تاملعم نم )67=ن(تانايبتسلاا هذهل تباجتسإ .ةباتكلا ةراهم يف بوتكملا ثحبلا تاودا امأ .يبظوبأ يف ةمهملا ةيميلعتلا قطانملا ىدحا يف ةيموكحلا سرادملا يف رشع يداحلا فصلا ةنيعلا سفن نم نهرايتخإ مت ةبلاط )22=ن(و ةملعم )23=ن( ةلباقم للاخ نم تانايبلا عمج يف تلثمت دقف يعونلا ٌ ةيلعفلا تاسرامملل قمعا ليلحت ضرغب ةححصملا تابلاطلا تاباتك جذامن نم ةقيثو 28 تجردأو امك .ةيلولاا تاظحلاملاب قلعتي اميف تابلاطلاو تاملعملا تلايضفت نيب هباشتلا نإ نع ةساردلا جئاتن ترفسأ .تاملعملل نهتاسراممو تاملعملا تلاضفت نيب تافلاتخلاا ضعب كانه نإو ,فلاتخلاا نم رثكأ ةبوتكملا ةيحيحصتلا ةيحيحصتلا تاظحلاملا مادختسإ يف رثؤت ةديدع لماوع كانه نإ نحضوا تاملعملا ةلباقم دنعو ةيلعفلا ةيحيحصتلا نم فدهلا وأ يسردملا ضرفلا عون وأ ةباتكلا يف تابلاطلا ةءافك ىوتسم وأ ةسردملا تاهيجوتو بلاطم اهنم لباق رايتخإ نهل ةبسنلاب رشابملا حيحصتلا نا تابلاطلا تربتعأو امك .هقيقحت ىلا ةملعملا ىعست يذلا سردلا يدعملو تاملعملل ةمهم تايصوت ةساردلا تمدق .ةطيسبلا ءاطخلأا لاح يف ًايرورض دعي لا هنا لاا قيبطتلل .ثحبلاو سيردتلا قرطو جهانملا لماش حيحصت ؛) ةنيعم ءاطخارايتخا( زكرملا حيحصتلا ؛بوتكملا حيحصتلا :ةيسيئرلا ثحبلا ميهافم .لكشلا حيحصت ؛ىوتحملا حيحصت ,رشابم حيحصت؛رشابم ريغ حيحصت, ix Acknowledgements Above all and everything, thanks to Allah, the Almighty for all the blessings of my life. First of all, I would like to express my appreciation and gratitude to my advisor Dr. Negmeldin Alsheikh for his patience, guidance. Without his encouragement and support this study would not reach the finish line. I want to extend my gratitude to all the participants (teachers and students) for giving up their invaluable time to participate voluntarily in the study. Also, thanks are due to principals and coordinators of English who facilitated the collection of data which is the corner stone in studies. Special thanks to Dr. Mohammad Shaban and Dr. AbdarRahman Almekhlafi the committee members for their meaningful comments and suggestions. Thanks also are due to Mr. John Geates and Mrs. Deborah Dun for their invaluable comments and support. Thanks to my friends for their spiritual and moral support.