Akademik Veri Yönetim Sistemi
Tezin Türü: Doktora
Tezin Yürütüldüğü Kurum: Orta Doğu Teknik Üniversitesi, Eğitim Fakültesi, Yabancı Diller Eğitimi Bölümü, Türkiye
Tezin Onay Tarihi: 2013
Öğrenci: GÖKÇE VANLI
Danışman: GÖLGE SEFEROĞLU
Özet:Giving written feedback to students’ essays has gained importance by the emergence of the process approach to teaching writing. In the literature, many studies have been conducted to when and how to provide teacher feedback to students’ writing. In contrast, there have been very few studies on the teacher and students’ perceptions of teacher feedback. The aim of the present study is to investigate the EFL students’ expectations of, preferences for and handling of teacher feedback and to investigate the instructors’ perception of written feedback and their expectations of the students. To this end, the researcher designed this study and carried it out in ENG 102 course at Middle East Technical University. The data for the study were collected through both quantitative and qualitative data collection tools. These tools were the questionnaire and the Writing Self-Efficacy Scale administered to the students and the interviews held with some of the students and instructors teaching at the Department of Modern Languages. The data were collected in the spring semester of the 2009-2010 academic year. Analyses of the collected data revealed that both the teachers and the students think that teachers play a key role in improving a student’s writing ability. However, there seems to be a kind of mismatch between what the students expect and what the teachers provide. The study also displays that the students’ expectations of, preferences for and their handling of teacher feedback changes according to some factors such as the students’ gender or faculty. The teachers should be aware of such differences and reflect this knowledge in their teaching practices. Finally, the study reveals that there is a positive correlation between the students’ writing self-efficacy beliefs and their perceptions regarding the value they attach to teacher feedback in general.