EFL Teachers and Learners’ Perceptions, Beliefs and Practices on Written Corrective Feedback in the Saudi Higher Education Context

An area of research that has witnessed an enormous surge of research studies as well as extensive debates in the field of Teaching English to Speakers of Other Languages (TESOL), is the Written Corrective Feedback (WCF) concept and practices in English as a Foreign Language (EFL) or English as a Second Language (ESL) contexts. Over the past three decades, there has been a plethora of research studies on WCF, however, most studies had few limitations which necessitated a wider prospect into the various issues concerned with WCF. This research study, following an explanatory sequential mixed methods design, which was conducted in the Saudi context, brought a new angle into this heavily debatable area of research where a link was sought to bridge the gap between the teachers and students’ perceptions of WCF and their preferred WCF type in an EFL context taking advantage of a large number of participants to take part in a single study on WCF. Online teacher and learner questionnaires were utilised with the participation of 320, both male and female, EFL teachers, and 840 EFL male and female learners from Preparatory Year Program (PYP) at six government universities in Saudi Arabia. Then, semi-structured interviews with 10 EFL, male and female teachers and 10, male and female learners were conducted to explore their perceptions, attitudes and practices (in the case of the EFL teachers) towards this important issue in TESOL and where differences as well as agreements among the teachers and learners exist, so as to attempt to enlighten EFL/ESL professionals on various aspect of WCF as seen by both teachers and learners. Data analysis included quantitative analysis of the teacher and learner questionnaires as well as qualitative and thematic analysis of the transcribed interviews. The teachers, as well as the learners expressed high level of interest towards WCF. Similarly, the learners also believed that their overall language learning can be elevated by having a well-structured WCF which they need to be familiar with. Results of the data analysis also indicated that there are still some differences in the way teachers and learners perceive the WCF in general where teachers prefer coded WCF, whereas, learners prefer unfocussed WCF. There were positive unified agreements, however, between the EFL teachers and learners which gave the indication that there should be more discussions and research studies in order to reach a mutual understanding and a beneficial solution that aims to elevate the scope of TESOL teaching and learning. Furthermore, establishing writing centres at universities in Saudi Arabia where WCF is fully detailed for learners, may also represent an area for continued focus. Recommendations and suggestions for future research include conducting a similar research study in a different EFL context and compare the results to the outcome in this study

A Case Study of EFL Teachers’ Perceptions and Practices in Written Corrective Feedback

Based on a mixed-method approach, this interpretive exploratory case study aimed to identify English as Foreign Language (EFL) teachers’ perceptions and practices in Written Corrective Feedback (WCF) in the Saudi context. The study analysed quantitative data gathered from an anonymous custom designed 15-question online survey and qualitative data from an open-ended question (at the end of the online survey) and semi-structured interviews. Participants were one hundred and eighty-four English as a Foreign Language (EFL) teachers (n =184) who responded to the online survey (113 females and 71 males) and 7 participants who responded to the semi-structured interview (5 males and 2 females). The study findings indicated no significant differences between male and female teachers in considering “time” as the main factor in following a particular strategy for written corrective feedback (93%). The results from the semi-structured interviews highlighted the need for further research in written corrective feedback in the Saudi context to address serious issues related to the teachers’ work-load. Some recommendations were identified for further research in written corrective feedback

دراسة انتشار الغمش وأسبابه لدى طلاب الحلقة الأولى من التعليم الأساسي في محافظة اللاذقية

الهدف: دراسة انتشار الغمش وأسبابه لدى طلاب الحلقة الأولى من التعليم الأساسي في محافظة اللاذقية. الطرائق والمواد: تم فحص 946 طالب في هذه الدراسة المقطعية، استبعد منهم 7 طلاب، وتم اختيار المدارس بشكل عشوائي من مدراس الحلقة الأولى في محافظة اللاذقية في الجمهورية العربية السورية، وتم اختيار الطلاب عشوائيا وتراوحت أعمارهم من 6 إلى 12 سنة خلال العام 2023. تم جمع المعلومات المتعلقة بالطلاب من خلال استبيان صمم خصيصاً لغرض البحث تم إرساله إلى ذوي الطلاب، تم قياس القدرة البصرية لجميع الطلاب من دون تصحيح أو مع نظارات (بحال وجودها) باستخدام  مخطط القدرة البصرية E-chart على بعد 5 م. تم قياس الانكسار للطلاب ممن كان لديهم حدة ابصار دون 10/10 باستخدام جهاز قياس أسواء الانكسار الآلي قبل وبعد شل المطابقة. بالنسبة لشل المطابقة تم تقطير ثلاث قطرات من السيكلوبينتولات   (Cyclomed 1%, Medico Pharma Syria) بكل عين بفاصل عشر دقائق وقياس الانكسار بعد القطرة الثالثة بثلاثين دقيقة. كما تم الحصول على موافقة لجنة الأخلاقيات والبحث العلمي في جامعة تشرين، سورية. النتائج: نسبة انتشار الغمش 1.9% (18مريض)، كانت أسباب الغمش وفق التسلسل من الأشيع غمش تفاوت الانكسار (8) مرضى، غمش انكساري ثنائي الجانب (5) مرضى، غمش حولي (4) مرضى، غمش حرمان بصري (1) مريض. لم نثبت ارتباطاً بين الجنس أو الدرجة العلمية للاهل أو العمر مع الغمش، اكتشفنا وجود علاقة بين الغمش ومكان السكن ريف/مدينة حيث كانت نسبة الانتشار اقل في الريف.     الخلاصة: إن نسبة انتشار الغمش في محافظة اللاذقية تقع ضمن النسب العالمية المنخفضة، وهذا ما يشير إلى واقع صحي جيد جداً من الناحية العينية للأطفال. تفاوت الانكسار كان العامل الأهم بتطور الغمش يليه الانكسار العالي المتساوي في العينين.

دراسة انتشار الغمش وأسبابه لدى طلاب الحلقة الأولى من التعليم الأساسي في محافظة اللاذقية

الهدف: دراسة انتشار الغمش وأسبابه لدى طلاب الحلقة الأولى من التعليم الأساسي في محافظة اللاذقية. الطرائق والمواد: تم فحص 946 طالب في هذه الدراسة المقطعية، استبعد منهم 7 طلاب، وتم اختيار المدارس بشكل عشوائي من مدراس الحلقة الأولى في محافظة اللاذقية في الجمهورية العربية السورية، وتم اختيار الطلاب عشوائيا وتراوحت أعمارهم من 6 إلى 12 سنة خلال العام 2023. تم جمع المعلومات المتعلقة بالطلاب من خلال استبيان صمم خصيصاً لغرض البحث تم إرساله إلى ذوي الطلاب، تم قياس القدرة البصرية لجميع الطلاب من دون تصحيح أو مع نظارات (بحال وجودها) باستخدام  مخطط القدرة البصرية E-chart على بعد 5 م. تم قياس الانكسار للطلاب ممن كان لديهم حدة ابصار دون 10/10 باستخدام جهاز قياس أسواء الانكسار الآلي قبل وبعد شل المطابقة. بالنسبة لشل المطابقة تم تقطير ثلاث قطرات من السيكلوبينتولات   (Cyclomed 1%, Medico Pharma Syria) بكل عين بفاصل عشر دقائق وقياس الانكسار بعد القطرة الثالثة بثلاثين دقيقة. كما تم الحصول على موافقة لجنة الأخلاقيات والبحث العلمي في جامعة تشرين، سورية. النتائج: نسبة انتشار الغمش 1.9% (18مريض)، كانت أسباب الغمش وفق التسلسل من الأشيع غمش تفاوت الانكسار (8) مرضى، غمش انكساري ثنائي الجانب (5) مرضى، غمش حولي (4) مرضى، غمش حرمان بصري (1) مريض. لم نثبت ارتباطاً بين الجنس أو الدرجة العلمية للاهل أو العمر مع الغمش، اكتشفنا وجود علاقة بين الغمش ومكان السكن ريف/مدينة حيث كانت نسبة الانتشار اقل في الريف.     الخلاصة: إن نسبة انتشار الغمش في محافظة اللاذقية تقع ضمن النسب العالمية المنخفضة، وهذا ما يشير إلى واقع صحي جيد جداً من الناحية العينية للأطفال. تفاوت الانكسار كان العامل الأهم بتطور الغمش يليه الانكسار العالي المتساوي في العينين.

Osteoporosis knowledge and awareness among university students in Saudi Arabia

Awareness and knowledge about any disease is the first step to prevent and treat it, so this study evaluates osteoporosis awareness and knowledge in university students. Our results showed a high awareness and good knowledge of osteoporosis. Females were better informed than males. Knowledge increased with increasing education level. PURPOSE: Osteoporosis is a worldwide health problem, including Saudi Arabia where vitamin D deficiency is common. Prevention of osteoporosis must begin by increasing awareness of the disease from a young age. This study aimed to assess awareness and knowledge of osteoporosis among young adults (18-30 years) attending Saudi universities, exploring the relationship between education and gender and the sources of information in this age group. METHODS: A cross-sectional survey was conducted in 337 students (176 females; 161 males) randomly selected from four Saudi universities during January-December 2017. Education level ranged from preparatory year to undergraduate and postgraduate levels. A self-reported questionnaire was designed to assess awareness and knowledge of osteoporosis across several domains, including risk factors for the disease, prevalence, symptoms, prevention, and treatment. RESULTS: Overall, 92% of students had some awareness of osteoporosis through a variety of sources, predominantly via friends. Just over half of all students had a good or high knowledge level overall (53.4 ± 16.6%). Knowledge score correlated with education (r2 = 0.28) and gender (r2 = 0.27); p < 0.0001. Females were better informed than males (57.7 ± 15.4% vs 48.8 ± 16.8%; p < 0.0001). Knowledge increased with increasing education level (preparatory year (47.8 ± 15.3%), undergraduate (53.5 ± 16.5%), and postgraduate (61.8 ± 15.8%); all p < 0.0001). CONCLUSION: Knowledge of osteoporosis was good among university students in Saudi Arabia, higher in females and with increasing years of education. Overall, students were more knowledgeable about risk factors compared to other aspects such as symptoms, prevention, or treatment of osteoporosis

Evaluation of a quality improvement intervention to reduce anastomotic leak following right colectomy (EAGLE): pragmatic, batched stepped-wedge, cluster-randomized trial in 64 countries

Background Anastomotic leak affects 8 per cent of patients after right colectomy with a 10-fold increased risk of postoperative death. The EAGLE study aimed to develop and test whether an international, standardized quality improvement intervention could reduce anastomotic leaks. Methods The internationally intended protocol, iteratively co-developed by a multistage Delphi process, comprised an online educational module introducing risk stratification, an intraoperative checklist, and harmonized surgical techniques. Clusters (hospital teams) were randomized to one of three arms with varied sequences of intervention/data collection by a derived stepped-wedge batch design (at least 18 hospital teams per batch). Patients were blinded to the study allocation. Low- and middle-income country enrolment was encouraged. The primary outcome (assessed by intention to treat) was anastomotic leak rate, and subgroup analyses by module completion (at least 80 per cent of surgeons, high engagement; less than 50 per cent, low engagement) were preplanned. Results A total 355 hospital teams registered, with 332 from 64 countries (39.2 per cent low and middle income) included in the final analysis. The online modules were completed by half of the surgeons (2143 of 4411). The primary analysis included 3039 of the 3268 patients recruited (206 patients had no anastomosis and 23 were lost to follow-up), with anastomotic leaks arising before and after the intervention in 10.1 and 9.6 per cent respectively (adjusted OR 0.87, 95 per cent c.i. 0.59 to 1.30; P = 0.498). The proportion of surgeons completing the educational modules was an influence: the leak rate decreased from 12.2 per cent (61 of 500) before intervention to 5.1 per cent (24 of 473) after intervention in high-engagement centres (adjusted OR 0.36, 0.20 to 0.64; P &lt; 0.001), but this was not observed in low-engagement hospitals (8.3 per cent (59 of 714) and 13.8 per cent (61 of 443) respectively; adjusted OR 2.09, 1.31 to 3.31). Conclusion Completion of globally available digital training by engaged teams can alter anastomotic leak rates. Registration number: NCT04270721 (http://www.clinicaltrials.gov)