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Feedback in EFL Writing: Arab World Contexts, Issues, and Challenges

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Feedback in L2 English Writing in the Arab World

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Abstract

Feedback in foreign-language writing in most universities in the Arab world is a problematic and context-specific issue. This chapter reviews the existing literature on feedback on L2 English writing in eighteen Arab countries. First, it introduces the main issues around feedback outlined by previous scholarship. Then, it critically reviews previous studies conducted in the following eighteen Arab countries: Algeria, Bahrain, Egypt, Iraq, Jordan, Kuwait, Lebanon, Libya, Morocco, Oman, Palestine, Qatar, Saudi Arabia, Sudan, Syria, Tunisia, UAE, and Yemen. Finally, the main findings of the critically reviewed studies are synthesised and discussed by focusing on the following crucial issues: lack of teachers’ feedback, effective and ineffective types of feedback, peer feedback, students’ reactions to feedback, and technological tools/applications used to give feedback.

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  1. Core Curriculum Program, Qatar University, Doha, Qatar

    Abdelhamid M. Ahmed

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  1. Abdelhamid M. Ahmed
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Correspondence to Abdelhamid M. Ahmed .

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  1. Core Curriculum Program, Qatar University, Doha, Qatar

    Abdelhamid M. Ahmed

  2. Graduate School of Education, University of Exeter, Exeter, UK

    Salah Troudi

  3. Graduate School of Education, University of Exeter, Exeter, UK

    Susan Riley

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Ahmed, A.M. (2020). Feedback in EFL Writing: Arab World Contexts, Issues, and Challenges. In: Ahmed, A., Troudi, S., Riley, S. (eds) Feedback in L2 English Writing in the Arab World. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-25830-6_1

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  • DOI: https://doi.org/10.1007/978-3-030-25830-6_1

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