| Titre : |
Effects of teachers’ written feedback on students’ writing proficiency : Case study of master one students of english at constantine 1 university |
| Type de document : |
texte imprimé |
| Auteurs : |
Moussa Zarour, Auteur ; Abdelhak Nemouchi, Directeur de thèse |
| Editeur : |
CONSTANTINE [ALGERIE] : UNIVERSITE DES FRERES MENTOURI |
| Année de publication : |
2014 |
| Langues : |
Anglais (eng) |
| Catégories : |
Lettres et Langues Etrangères:Langue Anglaise
|
| Tags : |
Langue Anglaise |
| Index. décimale : |
420 Langue anglaise |
| Résumé : |
It is an acknowledged fact that feedback is widely seen as crucial for encouraging
and motivating L2 learners over composing skill in general, and overcoming their
writing deficiencies in particular. The study at hand investigates the impact of
different strategies related to teachers’ written feedback on ESL students’ accuracy
and writing quality. It seeks to determine the importance of teachers’ written
feedback on Master One Students’ writing development, including its effects on
their preferences in terms of content and form. No one can deny the tremendous
impact on as practiced in different teaching methods. For the achievement of this
purpose, we hypothesize that the focus on teachers’ written feedback, as a formative
pedagogical tool, would direct students’ attention to different aspects in the
recursive process of writing; in turn, it serves as a means of scaffolding to help
students overcome their weaknesses and consequently improve their writing
proficiency. In order to verify our hypothesis, two questionnaires have been handed
out to forty two (42) students and fifteen teachers (15) in the Department of English
Letters and Language at Constantine 1 University with the scope of measuring the
students’ perception and preference of the written feedback, and which aspect of
writing they view more important in their assessment. The results of we have come
to show that for the feedback to be effective, teachers should draw a link between
students’ needs, preference and classroom reality. No matter what method is used to
provide feedback, it is important for teachers in ESL settings to give students a
crystal clear explanation. Besides, students extremely welcome their teachers’
written feedback, especially on grammar more than other aspects of writing |
| Diplome : |
Master 2 |
| Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=1896 |
Effects of teachers’ written feedback on students’ writing proficiency : Case study of master one students of english at constantine 1 university [texte imprimé] / Moussa Zarour, Auteur ; Abdelhak Nemouchi, Directeur de thèse . - CONSTANTINE [ALGERIE] : UNIVERSITE DES FRERES MENTOURI, 2014. Langues : Anglais ( eng)
| Catégories : |
Lettres et Langues Etrangères:Langue Anglaise
|
| Tags : |
Langue Anglaise |
| Index. décimale : |
420 Langue anglaise |
| Résumé : |
It is an acknowledged fact that feedback is widely seen as crucial for encouraging
and motivating L2 learners over composing skill in general, and overcoming their
writing deficiencies in particular. The study at hand investigates the impact of
different strategies related to teachers’ written feedback on ESL students’ accuracy
and writing quality. It seeks to determine the importance of teachers’ written
feedback on Master One Students’ writing development, including its effects on
their preferences in terms of content and form. No one can deny the tremendous
impact on as practiced in different teaching methods. For the achievement of this
purpose, we hypothesize that the focus on teachers’ written feedback, as a formative
pedagogical tool, would direct students’ attention to different aspects in the
recursive process of writing; in turn, it serves as a means of scaffolding to help
students overcome their weaknesses and consequently improve their writing
proficiency. In order to verify our hypothesis, two questionnaires have been handed
out to forty two (42) students and fifteen teachers (15) in the Department of English
Letters and Language at Constantine 1 University with the scope of measuring the
students’ perception and preference of the written feedback, and which aspect of
writing they view more important in their assessment. The results of we have come
to show that for the feedback to be effective, teachers should draw a link between
students’ needs, preference and classroom reality. No matter what method is used to
provide feedback, it is important for teachers in ESL settings to give students a
crystal clear explanation. Besides, students extremely welcome their teachers’
written feedback, especially on grammar more than other aspects of writing |
| Diplome : |
Master 2 |
| Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=1896 |
|
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