مؤسسة الشرق الأوسط للنشر العلمي
عادةً ما يتم الرد في غضون خمس دقائق
Abstract
The main concern of teachers is to find ways of improve their students’ performance in writing. One way of doing so is by providing feedback. However, in many cases, teachers find little or no response to feedback. Therefore, the aim of this study is to discover the factors that affect some students’ responses to their teachers’ feedback on writing at the Faculty of Education in Nalut. Questionnaire, interview and student compositions were used to collect data. Two teachers and 20 students from both fourth and third-year students of English Language participated in this study. Furthermore, only third-year students wrote composition and were interviewed because they were the focus group. The results revealed that students were careless toward teachers’ feedback; in that, most of them did not respond even to spelling mistakes; in addition, they were not interested in both grades and feedback. Moreover, the time and teachers’ way of assessing the quality of their written works affected their revision. It is believed that the findings of this study could have a profound impact on the way that feedback should be provided, and how it can be effective by taking in consideration the factors that prevent students respond to it