تصورات طلاب الانجليزية كلغة أجنبية في دور توجيهات الأساتذة في مهاراتهم الكتابية دراسة عينة من طلبة السنة الأولى انجليزية المركز الجامعي /ميلة
محتوى المقالة الرئيسي
الملخص
The purpose of this study is to investigate the perceptions of 1st year EFL students about the role of teachers’ feedback in their writing competency. The method is descriptive where a questionnaire is used in collecting data. The results for this research inquiry show that students were genuinely interested in their teachers’ feedback because it generally leads to positive effect on their texts, motivate them, and give them insights into their challenges and their progresses. Nonetheless, the students claimed that they sometimes find difficulties in understanding the teachers’ feedback either because the teachers’ writing is illegible, students are unable to understand the feedback codes, or students misinterpret the margin comments on their drafts. This study supported the teachers’ feedback as long as it includes comprehensive input with clear cods, and readable comments.
تفاصيل المقالة
المراجع
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