Teacher Written Feedback in EFL Classroom Abu Hayyan al-Tawhidi High School- Kenitra, Morocco- as a Case Study

Main Article Content

Mohammed Hakimi

Abstract

This paper is an empirical and analytical study of the uses of written feedback by Moroccan high school EFL teachers. It tries to investigate how EFL teachers in Abu Hayyan al-Tawhidi high school respond to students’ compositions. Strong emphasis is laid on the types of teacher written feedback, with a focus on integrated feedback (form and content) as an effective way to respond to students’ written work. The ultimate goal of this paper is to ascertain the types and forms of teacher written feedback prevalent amongst Moroccan EFL high school teachers. In this light, the study seeks to investigate the following research questions: (1) Which types of written feedback do Moroccan high school EFL teachers employ to respond to students’ compositions? (2) Which forms of written feedback do Moroccan high school EFL teachers’ employ to respond to students’ compositions? To answer these questions, the present study used a mixed method approach that included: classroom observation checklist, document analysis of corrected writing productions and students’ questionnaire. The key findings illustrated that teachers at Abu Hayyan al-Tawhidi high school relied heavily on form-focused feedback. It also revealed that teachers opted for correction symbols and commentary.

Downloads

Download data is not yet available.

Article Details

How to Cite
Hakimi, M. (2020). Teacher Written Feedback in EFL Classroom: Abu Hayyan al-Tawhidi High School- Kenitra, Morocco- as a Case Study. International Journal for Innovation Education and Research, 8(7), 226-248. https://doi.org/10.31686/ijier.vol8.iss7.2472
Section
Articles
Author Biography

Mohammed Hakimi, Ibn Tofail University (UIT)

Department of English Language and Literature, School of Arts and Humanities

References

Byrne, D. (1988). Teaching Writing Skill (1st ed.). Essex: Longman Group UK Limited. Cambridge University Press.

Cohen, L., Manion, L., & Morrison, K. (2005). Research Methods in Education (5th ed.). New York: Routledge Falmer. Communication, 148-156. Delhi: New Age International (P) Ltd., Publishers.

Dulay, H., Burt, M., & Krashen, S. (1982). Language Two. New York: Oxford University Press.

Enginarlar, H. (1993). Student Response to Teacher Feedback in EFL Writing. System, 21(2), 193-204. DOI: 10.1016/0346-251X(93)90041-E

Fathman, A. K., & Whalley, E. (1990). Teacher Response to Student Writing: Focus on Form versus Content. In B. Kroll (Ed.), Second Language Writing Research Insights (pp. 178-190). Northridge: Cambridge University Press.

Ferris, D. (1999). The case for grammar correction in L2 writing classes: A response to Truscott (1996). Journal of second language writing, 8(1), 1-11. DOI: 10.1016/S1060-3743(99)80110-6

Hedgcock, J. S., & Lefkowitz, N. (1994). Feedback on Feedback: Assessing Learner Receptivity to Teacher Response in L2 Composing. Journal of Second Language Writing, 3, 141-163. DOI: 10.1016/1060-3743(94)90012-4

Kepner, C. G. (1991). An Experiment in the Relationship of Types of Written Feedback to to the Development of Second-Language Writing Skills. Modem Language Journal, 305-313. DOI: 10.2307/328724

Kitchenham, A. D. (2010). Mixed Methods in Case Study Research. In A. J. Mills, G. Durepos, & E. Wiebe, Encyclopedia of Case Study Research. Sage Research Methods. DOI: 10.4135/9781412957397

Krashen, S. (1993). The Power of Reading (1st ed.). Englewood: Libraries Unlimited. Learning.

Nunan, D. (1989). Designing Tasks for the Communicative Classroom (1st ed.). Cambridge: Cambridge University Press.

Park, E. (2006). Review Article on "The Effectiveness of Teacher's Written Feedback on L2 Writing". SNU Working Papers in English Linguistics and Language, 5, 61-73.

Semke, H. D. (1984). Effects of the red pen. Foreign language annals, 17(3), 195-202. DOI: 10.1111/j.1944-9720.1984.tb01727.x

Sommers, N. (1982). Responding to student writing. College composition and communication, 33(2), 148-156. DOI: 10.2307/357622

Truscott, J. (1996). The case against grammar correction in L2 writing classes. Language learning, 46(2), 327-369. DOI: 10.1111/j.1467-1770.1996.tb01238.x

Zamel, V. (1985). Responding to Student Writing. TESOL Quarterly, 19(1), 79-101. DOI: 10.2307/3586773