Digital Literacies and Generational Micro-Cultures: Email Feedback in Lebanon

Autor/inn/en	De Coursey, Christina; Dandashly, Nadine
Titel	Digital Literacies and Generational Micro-Cultures: Email Feedback in Lebanon
Quelle	In: English Language Teaching, 8 (2015) 11, S.216-230 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Technological Literacy; Feedback (Response); Foreign Countries; Electronic Mail; English (Second Language); Second Language Learning; Second Language Instruction; Private Colleges; Grammar; Error Correction; Teacher Characteristics; Profiles; Teacher Education; Teacher Attitudes; Student Attitudes; Teacher Role; Emotional Response; College Students; College Faculty; Teacher Student Relationship; Arabs; Teaching Methods; Surveys; Qualitative Research; Statistical Analysis; Lebanon + Suchen Sie Ihr Suchwort? Technisches Wissen; Ausland; Elektronischer Briefkasten; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Privathochschule; Grammatik; Korrektur; Charakterisierung; Profilanalyse; Lehrerausbildung; Lehrerbildung; Lehrerverhalten; Schülerverhalten; Lehrerrolle; Emotionales Verhalten; Collegestudent; Fakultät; Teacher student relationships; Lehrer-Schüler-Beziehung; Arab; Araber; Teaching method; Lehrmethode; Unterrichtsmethode; Survey; Umfrage; Befragung; Qualitative Forschung; Statistische Analyse; Libanon
Abstract	This study reports on the introduction of email feedback, in a private university in Lebanon with marked generational differences and a traditional instructor culture focused on grammar correction. The instructor profile showed insufficient ELT training and a disjuncture between those with low and those with long service. Instructors were trained, and an email form used during one semester. A survey elicited instructors' views. Appraisal analysis identified attitudes in personal responses written by students and instructors. Analysis of feedback quality was undertaken. Results showed students responded positively, instructors negatively to email feedback. Instructors perceived students' positive response, but reasserted traditional understandings of teacher roles, reflecting a lack of understanding of the role of emotion in acquiring form. Training in ELT and digital literacies, management oversight of accountability structures, and sufficient remuneration for part-timers' grading hours, are recommended. The study also implicates long years of service in resistance to needed change. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01