The use of peer feedback as a strategy to improve student’s writing performance / Aida Teboul 

Public ISBD Titre : The use of peer feedback as a strategy to improve student’s writing performance : The case of second-year english students at frères mentouri university - constantine Type de document : texte imprimé Auteurs : Aida Teboul, Auteur ; Djamel Azil, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2015 Importance : 74 f. Format : 30 cm. Note générale : Une copie électronique PDF disponible en BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Language Sciences  Feedback  Strategy  Writing Performance Index. décimale : 420 Langue anglaise Résumé : Feedback is no doubt a crucial parameter in developing effective written compositions. It is usually provided by the teacher in the classrooms. However, other types of feedback could be used. In addition to the teacher feedback, peer feedback as a form of evaluating students‟ writing by their peers could help learners to improve their writing skills. The present thesis aims at exploring the impact of peer feedback as a strategy used in written expression sessions of second-year students of English at the Department of Letters and English Language, Frères Mentouri University-Constantine. After stating our hypothesis including that the use of peer feedback would trigger the learners to enhance their writing ability, we have used two questionnaires: the students‟ questionnaire and the teachers‟ questionnaire for collecting data that we need to analyze to check our hypothesis. Those questionnaires have been directed to second-year students (a sample of 45 students) and to teachers (10 teachers who are teaching the written expression module to second-year students). The results obtained from the analysis of the two questionnaires have revealed that, despite the fact that our teachers believe that peer feedback can work positively to improve their students‟ levels in writing, most of them keep neglecting and ignoring its operant implementation in their writing sessions. Yet, the students have shown positive attitudes towards the involvement of peer feedback as it creates a motivational atmosphere in which the students are involved. Furthermore, the results mirrored the great benefits of using peer feedback as an evaluation strategy in writing sessions when learning a foreign language Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=6229 The use of peer feedback as a strategy to improve student’s writing performance : The case of second-year english students at frères mentouri university - constantine [texte imprimé] / Aida Teboul, Auteur ; Djamel Azil, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2015 . - 74 f. ; 30 cm. Une copie électronique PDF disponible en BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Language Sciences  Feedback  Strategy  Writing Performance Index. décimale : 420 Langue anglaise Résumé : Feedback is no doubt a crucial parameter in developing effective written compositions. It is usually provided by the teacher in the classrooms. However, other types of feedback could be used. In addition to the teacher feedback, peer feedback as a form of evaluating students‟ writing by their peers could help learners to improve their writing skills. The present thesis aims at exploring the impact of peer feedback as a strategy used in written expression sessions of second-year students of English at the Department of Letters and English Language, Frères Mentouri University-Constantine. After stating our hypothesis including that the use of peer feedback would trigger the learners to enhance their writing ability, we have used two questionnaires: the students‟ questionnaire and the teachers‟ questionnaire for collecting data that we need to analyze to check our hypothesis. Those questionnaires have been directed to second-year students (a sample of 45 students) and to teachers (10 teachers who are teaching the written expression module to second-year students). The results obtained from the analysis of the two questionnaires have revealed that, despite the fact that our teachers believe that peer feedback can work positively to improve their students‟ levels in writing, most of them keep neglecting and ignoring its operant implementation in their writing sessions. Yet, the students have shown positive attitudes towards the involvement of peer feedback as it creates a motivational atmosphere in which the students are involved. Furthermore, the results mirrored the great benefits of using peer feedback as an evaluation strategy in writing sessions when learning a foreign language Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=6229

Réservation

Réserver ce document

Exemplaires (1)

Code-barres	Cote	Support	Localisation	Section	Disponibilité
MSENG150060	MSENG150060	Document électronique	Bibliothèque principale	Mémoires	Disponible

Documents numériques

texte integre Adobe Acrobat PDF

---

1 (1 - 1 / 1)