الملخص الإنجليزي
Feedback has been largely researched over the past decades and has become a
pivotal challenge for researchers in the field of formative assessment. EFL Writing is
a demanding activity for all tertiary learners as they reveal poor writing skills,
however, they are expected to provide a relevant level of writing skills. Moreover,
there is a need to highlight the critical role of tertiary learners by engaging them in the
feedback process by developing their Feedback Seeking Behavior. Additionally, to
prepare tertiary learners for the world of work, it is crucial to develop their active
engagement and agency in their learning path. Thus, the present study implemented a
quasi-experimental approach to find the differences between two groups of tertiary
writers in an Omani private college in terms of their EFL writing achievement,
feedback-seeking behavior, and agency for learning.
A total of 70 tertiary learners participated in the study and they were distributed
into control and experimental groups with 35 participants in each. The experimental
group undertook a training programme for two weeks included six training sessions
on evaluative judgment and experimented six weeks of comparing draft essays with
the assigned comparators through three different self-generated feedback loops. Three
data instruments were utilized, namely, the EFL writing test, feedback-seeking
behavior, and agency for learning surveys. Paired and independent t-test were used to
find the differences between both groups along with eta square procedure to find the
effect size.
The study revealed that the experimental group of tertiary writers surpassed the
control group in their EFL writing achievement, feedback-seeking behavior, and
agency for learning. The study advocated a new thought for the roles between teachers
and learners in the tertiary education phase to re-design the assessment as learning
pedagogy. The study recommends adopting the evaluative judgment training
programme and implementing self-generated feedback strategy in the tertiary
education writing courses and suggest extending these two concepts in other areas of
SLA. The future agenda for research was advised at the end of the thesis.