An investigation into Libyan students’ reactions to teacher feedback on their essays

Abstract EN

The purpose of the study is to investigate Libyan students‟ reactions to teacher feedback on their essays.

The participants, who were attending a Pre-sessional EAP course at Nottingham Trent University, were asked to take part in this study to find out their general opinions of, preferences for and responses to teacher feedback and the difficulties they might encounter, and what they can do to get the maximum benefit from the feedback they received from their teachers.

For the purpose of the current study, ten Libyan students were interviewed and samples of first and second drafts of their essays were analysed to find out how they could take up the feedback provided.

According to the study findings, the participants reported that they highly valued the comments and corrections they received in their written products from the course teacher.

However, they varied in their preferences for and responses to teacher feedback on their writing.

Moreover, they reported that they encountered some difficulties in handling teacher feedback.