Saudi EFL Students' Responses to Written Corrective Feedback on Writing
Bibliographic record
Abstract
Despite research emphasis on learners' responses to teacher written feedback on writing, how students view the entire process of receiving feedback needs to be addressed from students' reflections and perspectives. The current study, therefore, aims to address how 20 Saudi EFL undergraduate students reflect on their actual processing of and reactions to feedback. Based on a qualitative analysis of learners' written reflections and oral follow-up interviews, the findings show that although most of the learners seemed to view feedback as a process of cognitive engagement with writing that enables them to figure out their errors in writing, they sometimes got confused and found it difficult to understand the messages of some written feedback. Moreover, the findings revealed students' positive evaluation of, reactions to and preference for teacher's feedback in the forms of suggestions and explicit comments. The study offers pedagogical implications for teachers in how to compose effective feedback that promotes students’ responses to it. It also suggests useful directions for future research on exploring feedback practices from students' perspectives in writing classroom.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.013 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".