SACM - United Kingdom
Permanent URI for this collectionhttps://drepo.sdl.edu.sa/handle/20.500.14154/9667
Browse
2 results
Search Results
Item Restricted INVESTIGATING INSTRUCTORS AND MA STUDENTS’S PERCEPTIONS OF FINAL PRODUCT FEEDBACK AT SOTON UNIVERSITY(University of Southampton, 2024-09) Alghamdi, Maha Ahmed; Eldjoudi, Ouacila AitThis dissertation aims to investigate the perceptions of final product feedback practices at the University of Southampton. The targeted group are the instructors and masters’ students in the University of Southampton in Applied Linguistics for Language Teaching and English Language Teaching programmes. The research used mixed-method approach with a combination of quantitated and qualitative data collection tools. The researcher conducted two questionnaires which with a total of 16 students and 8 instructors as participants. Additionally, 3 participants took part in a semi-structured interview. The main findings of the study are that teachers and students do have positive perceptions about final product feedback. Furthermore, the researcher found that specific comments and feedback on content were the two factors that contribute to learners’ improvements. The research discusses the factors that limit the usefulness of final product feedback in master’s settings and presents further recommendations for future research.30 0Item Restricted The Perceptions of Private School Saudi EFL Primary and Early Years Teachers on Language Assessments: An Exploratory Study(University of Edinburgh, 2024) Alqahtani, Raghd Saleh; Underwood, JamesThe perceptions of EFL teachers in early year and primary private schools have been underrepresented in Saudi Arabian context, more so in language assessments. This exploratory research examines the perceptions of five private school teachers in Saudi Arabia on language assessments in their schools. A thematic analysis constructed four major themes —three prominent in literature, and one constructed from the teachers’ interviews. They were ‘Investment’, ‘Agency’, ‘Opinions and Beliefs’, and ‘Structure’. Their perceptions were mixed but predominately negative with teachers calling for less stakeholder involvement compared to theirs, more teacher professional development in assessments, and structural consistency. The findings hope to aid in theory generating and provide opportunities for more research on EFL teachers’ voice in language assessments in early year and primary years private school contexts.28 0