Teachers’ Feedback on EFL Students’ Dissertation Writing in Morocco

  • Mohammed Larouz
  • Soufiane Abouabdelkader


This chapter presents a study investigating the effect of teachers’ feedback on EFL students’ dissertation writing in Moroccan higher education institutions. It focuses on teachers and students’ perceptions and practices of feedback as a pedagogical tool. The purpose is to probe the power of teachers’ feedback on university students’ dissertation writing skills and identify its type, nature and eventual repercussions on the quality of their dissertations. The questions raised in the chapter address feedback delivered orally, in writing or through information technology, its nature and its impact on doctoral students. The chapter adopts a phenomenographical research approach that takes into consideration the variation of the data. Questionnaires and interviews with both students and teachers are used to describe and explore the participants’ beliefs and attitudes towards the effects of teachers’ feedback on EFL writing. The study’s findings indicate much discordance between students’ conceptions of feedback and teachers’ understanding of what feedback comprises, offering a number of potential pedagogical implications as well as questions for further research.


Teachers’ written feedback Dissertation writing Supervisory feedback Students’ perceptions Morocco 



The authors would like to kindly thank the editors for their enriching feedback. Thanks are also due to all the participants in the study for their rich feedback. It has tremendously contributed to making our chapter easier to read and more coherent in flow, in as much as any feedback would enrich a writer’s work.


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Copyright information

© The Author(s) 2020

Authors and Affiliations

  • Mohammed Larouz
    • 1
  • Soufiane Abouabdelkader
    • 2
  1. 1.Department of English StudiesMoulay Ismail UniversityMeknesMorocco
  2. 2.Department of English StudiesChouaib Doukkali UniversityEl JadidaMorocco

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