Papers by Abdulrahman Alqefari
World Journal of English Language
Despite research emphasis on learners' responses to teacher written feedback on writing, how ... more 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 h...
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International Journal of Applied Linguistics
With the global demand to engage in a reflexive critique of using English-only as a medium of ins... more With the global demand to engage in a reflexive critique of using English-only as a medium of instruction, teachers of English in higher education need to find ways to support and scaffold students in the process of learning, and translanguaging (TL), as defined by García and Lin, could be a a useful tool for this purpose. Teaching English in Saudi higher education is a worthwhile context to investigate the pervasive practices of TL due to the immense variety of Englishes spoken, varying Arabic dialects spoken in the classes, and the fact that English students are seen as emerging bilingual/cultural students. This study aims to unpack teachers’ attitudes toward TL in Saudi Arabia as well as the ideological underpinnings of those attitudes in order to gauge the openness of teachers to this potentially useful practice. We sought to understand how TL is used as a practice and theory that empowers English language students while tapping into their available resources in the process of learning. Data were collected through a survey and then followed by semi-structured interviews of five university English language professors. The findings of the current study, especially the interviews, suggested that teachers of English in the Saudi context realize that incorporating more than one cultural, dialectal, and linguistic code in the classroom is a natural, humanistic phenomenon. Results also showed that participants in the present study were ambivalent about its use for ideological, institutional, and pedagogical reasons.
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International Journal of Learning, Teaching and Educational Research
Dialogic feedback, as opposed to unidirectional feedback that positions English language learners... more Dialogic feedback, as opposed to unidirectional feedback that positions English language learners as mere receivers, is argued to be effective in promoting learners' self-regulated learning and active roles in feedback interpretation and negotiation. Despite the emphasis on dialogic feedback, empirical research on the how? question related to the processes of dialogues in feedback settings is limited. This paper, therefore, being positioned as part of this dialogic feedback approach, aimed to explore how feedback dialogues on the writing of fifteen pairs of undergraduates joining a writing class in a Saudi Arabia university are constructed. The data was collected from records of oral face-to-face (F2F) dialogues and digital or online written and audio interactions. The dialogues were analysed using an interactional analysis guided by several conceptual frameworks from previous research. Findings illustrated that dialogues are promoted and constructed within a four-dimensional pr...
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Learning and Teaching in Higher Education: Gulf Perspectives
PurposeThe purpose of this study is to examine the uptake of peer vs. instructor feedback provide... more PurposeThe purpose of this study is to examine the uptake of peer vs. instructor feedback provided on written essays by undergraduates in a writing course at a public university in Saudi Arabia.Design/methodology/approachThis was a classroom intervention exploratory study with 16 pairs of students attending a writing class over a period of 14 weeks.FindingsAnalysis of feedback and uptake indicated that the students incorporated a high rate (85.21%) of feedback in revising their essays. The results also showed that the quantity of students’ uptake of instructor feedback (88.77%) was higher than that of peer feedback (82.17%). In terms of the rate of uptake of global feedback focusing on content and organization vs. local feedback focusing on language and formatting, the rate of uptake of local feedback (85.34%) was slightly higher than the uptake of global feedback (84.90%). The current results also showed that the quality of feedback (peer vs. instructor feedback and global vs. loca...
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International Journal of Learning, Teaching and Educational Research, 2021
Academic writing of assignments is challenging for many undergraduate students of English, and th... more Academic writing of assignments is challenging for many undergraduate students of English, and therefore, instructors' written evaluative comments are needed to help students obtain information about their performance in such academic written tasks. As a qualitative case study, this study was carried out on one undergraduate course, specifically on the instructor's written comments on 10 learners' peer academic writing of article reports, how students revise their texts in responding to written comments and how they view such comments and academic writing via Google Docs. The data was collected from the written comments, students’ text revisions and a focus group interview. The findings show that the instructor commented on issues and errors at the global and local levels of academic texts directly and indirectly. Quantification of the data illustrated that the instructor provided the five pairs of learners with an overall number of 1440 which targeted 373 (25%) global i...
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Papers by Abdulrahman Alqefari