Feedback in L2 English Writing in the Arab World. Inside the Black Box. 1st ed. 2020.

Sonst. Personen	Ahmed, Abdelhamid M. (Hrsg.); Troudi, Salah (Hrsg.); Riley, Susan (Hrsg.)
Titel	Feedback in L2 English Writing in the Arab World. Inside the Black Box. 1st ed. 2020.
Quelle	Cham: Springer International Publishing (2020), XXIV, 251 S. PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Illustrationen 26
Sprache	englisch
Dokumenttyp	online; gedruckt; Monographie
ISBN	978-3-030-25829-0; 978-3-030-25830-6; 978-3-030-25831-3; 978-3-030-25832-0
DOI	10.1007/978-3-030-25830-6
Schlagwörter	Sprache; Sprachunterricht; Englisch; Arabisch; Bilingualismus; Schreibfertigkeit; Studium; Studientechnik
Abstract	"This edited book is a great addition to ELT research on feedback in L2 English writing in the Arab World. It is a must read for researchers investigating perceptions and practices of writing feedback." Sabhi Hidri, Founder of Tunisia TESOL, Faculty of Human and Social Sciences, University of Tunis, Tunisia. This edited book uses case studies to offer a comprehensive picture of the feedback practices and perceptions pertinent to English as a Foreign Language (EFL) writing in the Arab world. It highlights essential themes about feedback in L2 writing in eight Arab countries, and offers a detailed critical analysis of feedback practices and perceptions in six of these: Egypt, Morocco, Oman, Saudi Arabia, Tunisia and the United Arab Emirates. The book will appeal to an international readership of academics, researchers and practitioners interested in EFL writing in the Arab world. Abdelhamid Ahmed is Assistant Professor of Education (Applied Linguistics/ TESOL) at Helwan University, Egypt. Salah Troudi is Associate Professor of Education at the Graduate School of Education, University of Exeter, UK. Susan Riley is Lecturer in TESOL at the Graduate School of Education, University of Exeter, UK. Contents: Chapter I: Feedback in EFL Writing: Arab World Contexts, Issues and Challenges (Abdelhamid Ahmed) -- Part I: Perceptions about Feedback in L2 English Writing -- Chapter II: Students' Perceptions About Teachers' Written Feedback on Writing in a Moroccan University Context (Meriem Ouahidi and Fouzia Lamkhanter) -- Chapter III: Students' Perceptions of 4D Feedback Treatment on EFL Writing in Oman (Nazanin Dehdary and Hashil Al-Saadi) -- Chapter IV: Harnessing the Power of Feedback to Assist Progress: A Process-based Approach of Providing Feedback to L2 Composition Students in the United Arab Emirates (Sana Sayed and Brad Curabba) -- Part II: Feedback Practices in L2 English Writing -- Chapter V: The Effect of EFL Correction Practices on Developing Moroccan Students' English Writing Skills (Hicham Zyad and Abdelmajid Bouziane) -- Chapter VI: Feedback Practices in University English Writing Classes in Tunisia: An Exploratory Study (Moez Athimni) -- Chapter VII: Supervisors' Written Feedback on Saudi Postgraduate Students' Problems with Academic English Writing in Selected UK Universities (Noof Al-Harbi and Salah Troudi) -- Chapter VIII: Teachers' Feedback on EFL Students' Dissertation Writing in Morocco (Mohammed Larouz and Soufiane Abouabdelkader) -- Chapter IX: Conclusion and Final Remarks (Salah Troudi and Susan Riley).
Erfasst von	Universitätsbibliothek der Humboldt-Universität zu Berlin
Update	2022/2