Doctoral Research Forum - Emna Maazoun Zayani - Problematizing the Written Corrective Feedback literacy to feed-forward at the Tertiary Level Context in Tunisia
|A School of Education research event|
|Date||8 April 2022|
|Time||11:30 to 12:45|
|Place||Baring Court 220|
|Provider||School of Education|
|Intended audience||Academic staff and students|
|Registration information||No booking required|
Problematizing the Written Corrective Feedback literacy to feed-forward at the Tertiary Level Context in Tunisia
Emna Maazoun Zayani
(Faculty of Arts and Human Sciences in Sfax, Tunisia)
Educational Effectiveness Research (EER) has been approached as an umbrella concept in this study. It focused on effectiveness concerns among Tunisian EFL tertiary writing teachers in relation to their beliefs and practices concerning Written Corrective Feedback (WCF) provision to improve the learners’ written accuracy. This study addresses the paucity of cutting-edge research in addressing EFL teachers’ professional development in relation to writing instruction and feedback provision. This study is a Participatory Action Research (PAR) in nature and it has a mixed-methods sequential design. The data collection was ensured through a survey, two semi-structured interviews, focus-group discussion, reflective journals, and documents analysis. The quantitative data were analyzed statistically, while the qualitative data was analyzed through the lens of thematic analysis. The findings of the study culminated in gaining deeper insights into WCF effectiveness measures in relation to EFL teachers’ beliefs, practices, and professionalism. Also, a proposed model has been generated to illustrate the main research contributions. This study brings to the fore further implications, conclusions, and suggestions for further research.
About the Speaker
Emna Maazoun Zayani is a Ph.D. researcher at the Faculty of Arts and Human Sciences in Sfax, Tunisia. She has been teaching English as a foreign language at the tertiary level in Tunisia since 2013. Her research interests and publications focus on the following areas: written corrective feedback, error analysis, error judgment, teachers’ professional development, innovations in language pedagogy, and critical approaches to literacy. She is a reviewer in different international journals and a board member in International TESOL Journal.
Baring Court 220