Mahmood, Rabia
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Name Variants
MAHMOOD Rabia
Rabia Mahmood
R., Mahmood
Rabia, Mahmood
Rabia MAHMOOD
Mahmood, Rabia
Mahmood, R.
Mahmood Rabia
Rabia Mahmood
R., Mahmood
Rabia, Mahmood
Rabia MAHMOOD
Mahmood, Rabia
Mahmood, R.
Mahmood Rabia
Job Title
Dr. Öğr. Üyesi
Email Address
rabia.mahmood@okan.edu.tr
ORCID ID
Scopus Author ID
Turkish CoHE Profile ID
Google Scholar ID
WoS Researcher ID
Scholarly Output
2
Articles
2
Citation Count
1
Supervised Theses
0
2 results
Scholarly Output Search Results
Now showing 1 - 2 of 2
Article Citation Count: 0Perceptions and Preferences of Senior High School Students About Written Corrective Feedback in Pakistan(Sage Publications inc, 2023) Rasool, Ushba; Mahmood, Rabia; Mahmood, Rabia; Aslam, Muhammad Zammad; Barzani, Sami Hussein Hakeem; Qian, Jiancheng; İngilizce Öğretmenliği / English TeachingWritten corrective feedback (WCF) in enhancing writing proficiency has been the subject of numerous studies, but few studies have examined students' perceptions about the value of feedback on their written errors. Language teachers use global tools and techniques to give students feedback on their written work. How feedback is delivered and received by students is valued differently. The current study concentrated on how students interpret written corrective feedback and which WCF tactics they favor in writing classrooms. To examine these objectives empirically, the researchers employed a self-administered questionnaire to collect data from 180 participants from a high secondary school in Multan, Pakistan. At the same time, 40 participants were interviewed for their opinions about written corrective feedback (WCF). Some participants expressed concerns about ambiguous feedback that confuses them about their errors, whereas most participants favored the feedback process as beneficial. The most preferred strategies were meta-linguistic explanation and direct written corrective feedback that facilitated writing proficiency and language knowledge. Overall, WCF guides errors to avoid and how to adapt their writing style for composing compelling manuscripts.Article Citation Count: 1Pre-service EFL teacher's perceptions of foreign language writing anxiety and some associated factors(Cell Press, 2023) Rasool, Ushba; Mahmood, Rabia; Aslam, Muhammad Zammad; Mahmood, Rabia; Barzani, Sami Hussein Hakeem; Qian, Jiancheng; İngilizce Öğretmenliği / English TeachingResearchers have been striving to investigate the causes and consequences associated with writing anxiety experienced by students of foreign languages. This study aimed to investigate the level and nature of writing anxiety experienced by learners of foreign languages, considering gender as a variable. The study's second goal was to uncover the learners' perspectives on writing anxiety and the factors that contribute to it. The convenience sample method was used to choose seventy-six students to participate in the English language teacher training course. Second Lan-guage Writing Anxiety Reasons Inventory (SLWARI) and Second Language Writing Anxiety In-ventory (SLWAI) (Cheng, 2004; Kara, 2013) [1,2] were used in order to determine the levels and types of anxiety that are associated with learners' foreign language writing. Both inventories were used to determine what causes learners' foreign language writing. In order to gain a compre-hensive understanding of how students perceive the level of anxiety they feel when writing, a semi-structured interview was conducted with each participant. The data showed that there was no difference when taking into account learners' gender concerning their anxiety levels and kinds. The vast majority of individuals reported feeling a significant amount of anxiety. The subjects exhibited cognitive anxiety symptoms, although there were no indications of gender effect. The responses to the interview questions highlighted a deficiency in both writing practice and linguistic expertise as critical contributors to anxious sentiments.