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Feedback on the Feedback: Sociocultural Interpretation of Saudi ESL Learners’ Opinions about Writing Feedback

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  • Rami F. Mustafa

Abstract

This qualitative study employed informal conversational interviews and semi-structured individual interviews to capture the Saudi students’ opinions about the feedback they receive, and about their perceptions on what constitutes helpful feedback. Sociocultural theory was used as the framework of this study. The findings suggest that the Saudi students do not think highly of the feedback, and that the feedback they desire is markedly different from what they receive. The students mentioned several impediments to feedback. From a sociocultural perspective, the feedback practices do not adhere to the best practices of the theory, resulting in major hindrances to the students’ learning/writing development.

Suggested Citation

  • Rami F. Mustafa, 2012. "Feedback on the Feedback: Sociocultural Interpretation of Saudi ESL Learners’ Opinions about Writing Feedback," English Language Teaching, Canadian Center of Science and Education, vol. 5(3), pages 1-3, March.
    • Handle: RePEc:ibn:eltjnl:v:5:y:2012:i:3:p:3
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    Cited by:

    1. Maysa M. Qutob & Abeer Ahmed Madini, 2020. "Saudi EFL Learners’ Preferences of the Corrective Feedback on Written Assignment," English Language Teaching, Canadian Center of Science and Education, vol. 13(2), pages 1-16, February.
    2. Ushba Rasool & Rabia Mahmood & Muhammad Zammad Aslam & Sami Hussein Hakeem Barzani & Jiancheng Qian, 2023. "Perceptions and Preferences of Senior High School Students About Written Corrective Feedback in Pakistan," SAGE Open, , vol. 13(3), pages 21582440231, July.

    More about this item

    JEL classification:

    • R00 - Urban, Rural, Regional, Real Estate, and Transportation Economics - - General - - - General
    • Z0 - Other Special Topics - - General

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