Abstract:
The study aims at revealing faculties' common feedback practices when
providing comments on their students' written assignments, from the viewpoints
of students of Arabic and English majors, College of Education, Sultan Qaboos
University. To achieve its aim, a questionnaire consisting of )18( phrases was
prepared. The validity of the questionnaire was confirmed by a group of referees
specializing in curricula and teaching methods. The questionnaire reliability is
at )0.84( in the Cronbach’s alpha scale.
The questionnaire was distributed to )137( male and female students in the
first semester of the academic year 2019/2020. The overall results revealed that
the faculties teaching educational courses practice feedback with an average
degree; the general mean of which is (2.93) according to the five grades scale.
Phrases-wise analysis showed that only two phrases obtained a )high( grade,
)10( phrases obtained a )medium( grade and )6( phrases got a )low( grade. The
results also revealed a significant statistical differences at the (course) level
for the benefits of students undertaking (teaching methods 2), and at the level
of specialization for the benefits of students undertaking English language.
Statistically, there was no significant difference in results according to gender.
The study recommends that faculties follow up the extent to which their
students have benefited from the feedback, provide students with good feedback
models previously used with their peers, conduct workshops for faculties about
giving correct feedback to students, and reduce faculties’ administrative load.