Profiling EFL writing teachers’ feedback provision practices and activity uses in Saudi universities
Author:
Publisher
Springer Science and Business Media LLC
Link
https://www.nature.com/articles/s41599-024-03639-5.pdf
Reference41 articles.
1. Abdel Latif MMM, Alsuhaibani Z, Alsahil A (2024) Matches and mismatches between Saudi university students’ English writing feedback preferences and teachers’ practices. Assess Writ 61:100863. https://doi.org/10.1016/j.asw.2024.100863
2. Alsahil A, Abdel Latif MMM, Alsuhaibani Z (2024) Exploring EFL learner engagement with different teacher feedback modes. Comput Assist Lang Learn. https://doi.org/10.1080/09588221.2024.2374785
3. Aldukhail B (2023) Saudi undergraduate students’ perceptions on applying self-directed feedback in writing and preferences for feedback. Theory Pract Lang Stud 13(3):636–645. https://doi.org/10.17507/tpls.1303.12
4. Alhabib A, Alghammas A (2023) Automated Corrective Feedback Program (Grammarly): a study of effects on the writing skills of Saudi EFL undergraduates. Migr Lett 20(S9):563–582
5. Alkhatib N (2015) Written corrective feedback at a Saudi university: English language teachers’ beliefs, students’ preferences, and teachers’ practices. Doctoral dissertation, University of Essex, UK
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