Investigating Teachers’ Attitudes towards Peer Feedback Use in EFL Writing Classes: Case Study of Bejaia Secondary Schools, Algeria
| المصدر: | المجلة الجزائرية للأبحاث والدراسات |
|---|---|
| الناشر: | جامعة محمد الصديق بن يحيى جيجل |
| المؤلف الرئيسي: | Feroudj, Assia (Author) |
| مؤلفين آخرين: | Ait Aissa, Mouloud (Co-Author) |
| المجلد/العدد: | مج5, ع3 |
| محكمة: | نعم |
| الدولة: |
الجزائر |
| التاريخ الميلادي: |
2022
|
| الشهر: | جويلية |
| الصفحات: | 375 - 392 |
| ISSN: |
2602-5663 |
| رقم MD: | 1303090 |
| نوع المحتوى: | بحوث ومقالات |
| اللغة: | الإنجليزية |
| قواعد المعلومات: | EduSearch, HumanIndex |
| مواضيع: | |
| كلمات المؤلف المفتاحية: |
Teachers’ Attitudes | Peer Feedback Use | EFL Writing | Bejaia Secondary Schools
|
| رابط المحتوى: |
الناشر لهذه المادة لم يسمح بإتاحتها. |
| المستخلص: |
Research on English Foreign Language (EFL) writing proved that peer feedback could help learners develop their writing performance. The purpose of this case study is to explore secondary school teachers’ attitudes towards peer feedback use in EFL writing classes. The study also explores teachers’ real classroom practices in teaching the writing instruction. The subjects were 46 EFL teachers from different secondary schools in Bejaia, Algeria. A quantitative method approach was adopted using a questionnaire as an instrument of data collection. The Cognitive Affective and Conative (CAC) model of attitudes by Schiffman & Kanuk (2004) in Jain (2014) was also employed in the teachers’ attitudes analysis. The results of this case study showed teachers’ positive attitudes towards peer feedback use in the EFL writing classroom. However, some hindrances preventing peer feedback frequent use were exposed. The study concluded that teachers are aware of peer feedback usefulness in EFL writing classes, but some factors could prevent its full implementation. |
|---|---|
| ISSN: |
2602-5663 |
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