Feedback in L2 English Writing in the Arab World
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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. …mehr

Produktbeschreibung
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.
Autorenporträt
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.

Inhaltsangabe
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)