Investigating the effect of direct and indirect corrective feedback on students’ writing performance / Moufida Ben ali 

Public ISBD Titre : Investigating the effect of direct and indirect corrective feedback on students’ writing performance : A case study of second year students, university of constantine Type de document : texte imprimé Auteurs : Moufida Ben ali, Auteur ; Hadda Bouras, Auteur ; Rania Boudaoud, Directeur de thèse Editeur : CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine Année de publication : 2017 Importance : 80 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  Direct  Corrective Feedback  Students’ Writing Index. décimale : 420 Langue anglaise Résumé : Providing students with corrective feedback on their writings is considered as a controversial issue. Teachers are uncertain about its effectiveness and implementation in the field of teaching and learning. This study aims at: first, investigating the effectiveness of two types of written corrective feedback (direct and the indirect) in promoting students’ writing quality; and second, investigating Written Expression teachers’ beliefs about feedback and their feedback practices at the University of Mentouri, Constantine. To meet these aims, two basic research tools were used. First, a questionnaire was administered to teachers of Written Expression at UMC for the sake of investigating their attitudes towards feedback provision and its importance for students’ improvement. It also highlights the most frequent used and effective type of written corrective feedback. The second instrument is a corpus design in which an analysis of students’ first and second drafts was conducted to investigate how teachers respond to their students’ writing and how do student respond to their teacher’s feedback. The results have shown that teachers of writing at UMC prefer to use the direct written corrective feedback because they believe that it is the most effective type. Investigating the effects of different types of written corrective feedback may save teachers’ and students’ time and effort as it allows teachers to adjust their practices according to what is appropriate for their students’ needs Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=5142 Investigating the effect of direct and indirect corrective feedback on students’ writing performance : A case study of second year students, university of constantine [texte imprimé] / Moufida Ben ali, Auteur ; Hadda Bouras, Auteur ; Rania Boudaoud, Directeur de thèse . - CONSTANTINE [ALGERIE] : Université Frères Mentouri Constantine, 2017 . - 80 f. ; 30 cm. Une copie électronique PDF disponible en BUC. Langues : Anglais (eng) Catégories : Lettres et Langues Etrangères:Langue Anglaise Tags : Language Sciences  Direct  Corrective Feedback  Students’ Writing Index. décimale : 420 Langue anglaise Résumé : Providing students with corrective feedback on their writings is considered as a controversial issue. Teachers are uncertain about its effectiveness and implementation in the field of teaching and learning. This study aims at: first, investigating the effectiveness of two types of written corrective feedback (direct and the indirect) in promoting students’ writing quality; and second, investigating Written Expression teachers’ beliefs about feedback and their feedback practices at the University of Mentouri, Constantine. To meet these aims, two basic research tools were used. First, a questionnaire was administered to teachers of Written Expression at UMC for the sake of investigating their attitudes towards feedback provision and its importance for students’ improvement. It also highlights the most frequent used and effective type of written corrective feedback. The second instrument is a corpus design in which an analysis of students’ first and second drafts was conducted to investigate how teachers respond to their students’ writing and how do student respond to their teacher’s feedback. The results have shown that teachers of writing at UMC prefer to use the direct written corrective feedback because they believe that it is the most effective type. Investigating the effects of different types of written corrective feedback may save teachers’ and students’ time and effort as it allows teachers to adjust their practices according to what is appropriate for their students’ needs Diplome : Master 2 Permalink : https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=5142

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