mart02 (1).rtf - Teachers Feedback on EFL Students Writings...

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Teachers’ Feedback on EFL Students’ Writings: A Linguistic or Life Syllabus Perspective Reza Pishghadam, Reza Zabihi and Momene Ghadiri, Iran Reza Pishghadam has a Ph.D. in Teaching English as a Foreign Language (TEFL) from Allameh Tabataba’i University in Tehran. He is currently on the English faculty of Ferdowsi University of Mashhad, Iran. He is now associate professor of TEFL, who teaches first language theories, sociopsychological aspects of language education, and applied linguistics. Over the last five years, he has published more than one hundred articles and books in different domains of English language education. In 2007, he was selected to become a member of the National Association of Elites of Iran. In 2010, he was classified as the top researcher in humanities by the Ministry of Sciences, Research, and Technology of Iran. His current research interests are: Psychology and Sociology of language education, Cultural studies, Syllabus design, and Language testing; affiliation: Ferdowsi University of Mashhad, Mashhad, Iran. E-mail: [email protected] Reza Zabihi is a PhD candidate of Applied Linguistics in University of Isfahan, Isfahan, Iran. He is also a member of Iran’s National Elites Foundation (INEF). He also holds an MA degree in Applied Linguistics from Ferdowsi University of Mashhad, Mashhad, Iran. His major research interests include syllabus design as well as sociolinguistic and psycholinguistic studies. He has published 40 research articles in local and international journals and is currently teaching at University of Isfahan, Iran; affiliation: Ferdowsi University of Mashhad, Mashhad, Iran. E-mail: [email protected] Momene Ghadiri is a PhD candidate of TEFL at the University of Isfahan, Isfahan, Iran. Her main areas of research are English teaching, discourse analysis, and sociolinguistics. She holds an MA degree in TEFL; affiliation: Ferdowsi University of Mashhad, Mashhad, Iran E-mail: [email protected] Menu Abstract Introduction Theoretical background Method Data sources 1. Written feedback 2. Classroom observation Results 1. Document analysis of written feedback 2. Analysis of observation data Discussion References Appendix
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Abstract In this study we adopt a mixed methods approach to examining the extent to which ELT (English as a Foreign Language) university professors integrate relevant life skills into the L2 writing curriculum, particularly through the feedback that they normally provide learners with. The first phase of the study involved the collection of quantitative data to examine the nature of second language (L2) writing teachers’ linguistic-bound or life-responsive feedback. To this end, analysis of the number and types of feedback provided by L2 writing teachers on written compositions ( N = 300) was conducted. Follow-up classroom observations ( N = 8) were also carried out. The results from document analyses revealed that around 70% of all the feedback covered grammatical issues and mechanics of writing, while paying little, if any, direct attention to the enhancement of learners’ life skills. Besides, the follow-up qualitative
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