Please use this identifier to cite or link to this item: http://hdl.handle.net/20.500.12323/3723
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dc.contributor.authorSaadat, Mahboobeh-
dc.contributor.authorMehrpour, Saeed-
dc.contributor.authorKhajavi, Yaser-
dc.date.accessioned2017-12-26T06:11:09Z-
dc.date.available2017-12-26T06:11:09Z-
dc.date.issued2017-
dc.identifier.citationKhazar Journal of Humanities and Social Sciencesen
dc.identifier.issn2223-2613-
dc.identifier.issn2223-2621-
dc.identifier.urihttp://hdl.handle.net/20.500.12323/3723-
dc.description.abstractThe purpose of the present study was to investigate individual factors that mediate Iranian EFL students’ engagement with feedback they receive on their writing. In fact, the purpose behind such a consideration was to identify the factors that may contribute to students' using or ignoring feedback as well as the emotions they may have during or after receiving feedback. A convenient sample of 10 students was recruited from an intact writing class in which students were usually provided with different types of feedback in both oral and written forms. The study enjoyed a qualitative case study design. The findings of the focused-group interviews revealed that students favored selective, individual and dialogic feedback by the teacher. In addition, they ignored feedback when they were not interested to learn or when the person providing it was not of interest to them. Finally, they liked to receive feedback and anxiety reduced their uptake from the received feedback. The findings are discussed and implications are suggested in relation to teaching writing.en
dc.language.isoenen
dc.publisherKhazar University Pressen
dc.relation.ispartofseriesVol. 20;№ 4-
dc.subjectIndividual difference factorsen
dc.subjectWriting Feedback Useen
dc.subjectLearners’ Perceptionsen
dc.titleThe Role of Individual Difference Factors in Writing Feedback Use and Involvement: A Qualitative Study of Iranian EFL Learners’ Perceptionsen
dc.typeArticleen
Appears in Collections:2017, Vol. 20, № 4

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