| Titre : |
The use of self-correction technique to improve students’ writing process |
| Type de document : |
texte imprimé |
| Auteurs : |
Hadjer BOUBRIM, Auteur ; Yamina SERRADJ, Auteur ; Hadjer Bellout, Directeur de thèse |
| Editeur : |
CONSTANTINE [ALGERIE] : Université Mentouri Constantine |
| Année de publication : |
2016 |
| Importance : |
124.f |
| Format : |
30 cm |
| Note générale : |
copie électronique disponible (PDF ) |
| Langues : |
Anglais (eng) |
| Tags : |
Langue Anglaise |
| Index. décimale : |
420 Langue anglaise |
| Résumé : |
Throughout the present research, the researcher attempts to provide both teachers and students
with the effectiveness of using the different types of feedback as techniques to develop the
writing skill, with much focus on self-correction technique. It reports on the effect of selfcorrection
on students’ writing performance as a dependent variable of the research. The
underlying hypothesis is that if written expression teachers give the chance to students to correct
themselves, then this will enhance their writing level. The educational setting in which this study
takes place is the Department of Letters and English Language, Faculty of Letters and
Languages, University des Frères Mentouri Constantine. A group of 35 learners taken randomly
from a total population of 345 third year LMD students has been used as a sample in the present
study. To achieve the aim of the undertaken research, answer the research questions, and attempt
to confirm the validity of the undertaken research hypothesis, the researcher used two research
tools namely: a questionnaire and a test. The teachers’ questionnaire seeks to gather data about
the methods and strategies that they use in teaching writing and their opinions and impressions
toward self-correction technique. The results of the questionnaire helped in the design of the test
that aims to examine the effect of self-correction on students’ writing performance. The results
of this investigation confirmed the hypothesis and showed that the learners, subject of the study,
improve successfully their writing performance when teachers give them the opportunity to
correct their essays. On the basis of the results obtained, some pedagogical implications are
proposed to direct learners toward the effective way to write in English, and others related to
help teachers in their task of teaching through using self-correction in their classes and integrate
students in the teaching task. |
| Diplome : |
Master 2 |
| Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=2841 |
The use of self-correction technique to improve students’ writing process [texte imprimé] / Hadjer BOUBRIM, Auteur ; Yamina SERRADJ, Auteur ; Hadjer Bellout, Directeur de thèse . - CONSTANTINE (Route Ain el bey, BP 325, ALGERIE) : Université Mentouri Constantine, 2016 . - 124.f ; 30 cm. copie électronique disponible (PDF ) Langues : Anglais ( eng)
| Tags : |
Langue Anglaise |
| Index. décimale : |
420 Langue anglaise |
| Résumé : |
Throughout the present research, the researcher attempts to provide both teachers and students
with the effectiveness of using the different types of feedback as techniques to develop the
writing skill, with much focus on self-correction technique. It reports on the effect of selfcorrection
on students’ writing performance as a dependent variable of the research. The
underlying hypothesis is that if written expression teachers give the chance to students to correct
themselves, then this will enhance their writing level. The educational setting in which this study
takes place is the Department of Letters and English Language, Faculty of Letters and
Languages, University des Frères Mentouri Constantine. A group of 35 learners taken randomly
from a total population of 345 third year LMD students has been used as a sample in the present
study. To achieve the aim of the undertaken research, answer the research questions, and attempt
to confirm the validity of the undertaken research hypothesis, the researcher used two research
tools namely: a questionnaire and a test. The teachers’ questionnaire seeks to gather data about
the methods and strategies that they use in teaching writing and their opinions and impressions
toward self-correction technique. The results of the questionnaire helped in the design of the test
that aims to examine the effect of self-correction on students’ writing performance. The results
of this investigation confirmed the hypothesis and showed that the learners, subject of the study,
improve successfully their writing performance when teachers give them the opportunity to
correct their essays. On the basis of the results obtained, some pedagogical implications are
proposed to direct learners toward the effective way to write in English, and others related to
help teachers in their task of teaching through using self-correction in their classes and integrate
students in the teaching task. |
| Diplome : |
Master 2 |
| Permalink : |
https://bu.umc.edu.dz/master/index.php?lvl=notice_display&id=2841 |
|
The use of self-correction technique to improve students’ writing process
