Feedback in L2 English Writing in the Arab World: Inside the Black Box

Foreword
	References
Contents
Notes on Contributors
List of Figures
List of Tables
1: Feedback in EFL Writing: Arab World Contexts, Issues, and Challenges
	Introduction
	Feedback in EFL Writing Arab World
		Feedback Practices in Algeria
		Feedback Practices in the Kingdom of Bahrain
		Feedback Practices in Egypt
		Feedback Practices in Iraq
		Feedback Practices in Jordan
		Feedback Practices in Kuwait
		Feedback Practices in Lebanon
		Feedback Practices in Libya
		Feedback Practices in Morocco
		Feedback Practices in the Sultanate of Oman
		Feedback Practices in Palestine
		Feedback Practices in Qatar
		Feedback Practices in the Kingdom of Saudi Arabia
		Feedback Practices in Sudan
		Feedback Practices in Syria
		Feedback Practices in Tunisia
		Feedback Practices in the UAE
		Feedback Practices in Yemen
	Conclusion
		Lack of Teachers’ Feedback
		Effective Feedback
			Constructive Feedback
			Face-to-Face Feedback
			Teachers’ Written Feedback
			Direct Corrections of Students’ Mistakes
			Indirect Feedback
			Coded Feedback
		Ineffective Feedback
		Peer Feedback
		Students’ Reactions to Teachers’ Feedback
		Technological Tools/Applications Used to Give Feedback
	References
Part I: Perceptions of Feedback in L2 English Writing
	2: Students’ Perceptions About Teachers’ Written Feedback on Writing in a Moroccan University Context
		Introduction
		Review of the Literature
		Research Questions
		Significance of the Study
		Methodology
		Questionnaire
		Participants
		Data Collection
		Results
		Discussion
		Pedagogical Implications
		Limitations
		Conclusion
		Appendix
			Questionnaire for Students
		References
	3: Students’ Perceptions of 4D Feedback Treatment on EFL Writing in Oman
		Introduction
		Contextual Background
		Review of Literature
			Sociocultural Theory
			Languaging
		Research Design
			4D Feedback
			Research Method
			Participants
			Procedure
			Ethical Considerations
			Limitations of the Study
		Findings and Discussion
			Grammar and Writing Enhancement
			4D Feedback: Was it Helpful?
			Practice Stage
			Discovery
			Students’ Perceptions of Languaging
		Summary and Future Directions
		Appendix
			Interview Questions
		References
	4: Harnessing the Power of Feedback to Assist Progress: A Process-based Approach of Providing Feedback to L2 Composition Students in the United Arab Emirates
		Introduction
		Literature Review
			Feedback in the Writing Classroom and Benefits to the Learning Process
			Faculty and Students’ Perceptions of Feedback
			Challenges Encountered by Faculty to Providing Feedback
		Method
			Data Collection
			Courses and Participants
			Data Collection Tools
			Procedure
		Research Findings
			Faculty and Student Perceptions Regarding the Effectiveness of Various Feedback Practices
			Challenges Encountered by Faculty During the Provision of Feedback Practices
		Future Direction
		Recommendations
		Conclusions
		Appendix 1: Faculty Survey
		Appendix 2: Student Survey
		References
Part II: Feedback Practices in L2 English Writing
	5: The Effect of EFL Correction Practices on Developing Moroccan Students’ English Writing Skills
		Introduction
		Literature Review
			Self-assessment
			Peer Assessment
			Teacher Assessment
		Methods and Materials
			Context of the Study
			Procedure
			Data Collection
			Data Analysis
		Findings and Discussion
			Accuracy
			Story Grammar
			Students’ Views on Peer and Teacher Feedback
				Lack of Trust in Peer Feedback
				Trustworthiness of Teacher Feedback
		Conclusion and Implications
		Appendix
			Checklist for Essay Revision
		References
	6: Feedback Practices in University English Writing Classes in Tunisia: An Exploratory Study
		Introduction
		The Study
			Method
				Students’ Questionnaire
				Teachers’ Interview
				Document Analysis
			Participants
			Data Analysis
		Findings
			Background in Teaching EFL Writing
			Feedback Practices
				Feedback Types
				Feedback Focus
				Feedback on Error Correction
				Feedback on General Aspects of Writing
				Feedback on Overall Writing Performance
				Feedback Responsiveness to Learners’ Needs
				Discussion of Feedback with Students
			Effects of Feedback
			Beliefs Informing Feedback Practices
		Conclusions and Discussion
		Appendix 1
			Students’ Questionnaire About Feedback Practices in EFL Writing Courses in Tunisia
		Appendix 2
			Teachers’ Structured Interview About Feedback Practices in EFL Writing Courses in Tunisia
		References
	7: Supervisors’ Written Feedback on Saudi Postgraduate Students’ Problems with Academic English Writing in Selected UK Universities
		Introduction
		Review of the Literature
		Methodology
		Research Methods
			Semi-structured Interview
			Document Analysis
		Sampling
		Data Analysis
		Ethical Considerations
		Findings
			Difficulties with Developing an Argument
			Difficulties with Coherence
			Difficulties with the Depth of Explanation
			Difficulties with Academic Vocabulary
			Difficulties with Clarity
			Difficulties of Criticality
			Content Knowledge Difficulties
			Structural Difficulties
		Discussion and Conclusion
		Appendix 1: Supervisors Semi-structured Interview
		Appendix 2: A Sample of Written Feedback from Supervisors
			Research Philosophy
			Research Methodology
		References
	8: Teachers’ Feedback on EFL Students’ Dissertation Writing in Morocco
		Introduction
		Statement of the Problem
		The Objective of the Study
		The Context of the Study
		Review of the Literature
		Styles and Models of Supervisory Feedback
		Methodology
		The Research Context
		Findings
		Teachers’ Conceptions of Supervisory Feedback
		Students’ Conceptions of Supervisory Feedback
		Conclusions
		Pedagogical Implications
		Appendix 1: Students’ Questionnaire
		Appendix 2: Questionnaire for Teachers
		References
	9: Conclusion and Final Remarks
		Main Feedback Practices
		Perceptions of Feedback
		References
Index