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Published by GRIN Verlag Jan 2015, 2015
ISBN 10: 3656862176ISBN 13: 9783656862178
Seller: BuchWeltWeit Ludwig Meier e.K., Bergisch Gladbach, Germany
Book Print on Demand
Taschenbuch. Condition: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -Master's Thesis from the year 2014 in the subject Didactics for the subject English - Pedagogy, Literature Studies, grade: 18.50, , course: The Role of Corrective Feedback in Writing Improvement: A Case of Iranian EFL Learners, language: English, abstract: Previous research has shown that corrective feedback on an assignment helps learners reduce their errors during the revision process. Does this finding constitute evidence that learning resulted from the feedback Differing answers play an important role in the ongoing debate over the effectiveness of error correction, suggesting a need for empirical investigation. In this study, two groups of EFL learners were asked to write an in-class narrative. Their papers were collected, revised and returned to them in the next session. Half of the students had their errors underlined and used this feedback in the revision task while the other half did the same task without feedback. Results matched those of the previous studies: the underlined group was significantly more successful than the control group. Later on, the students were identically taught in 9 sessions. In the 12th session, however, the students were asked to write the same narrative they had produced in the first and second session as a measure of long-term learning. On this measure, the two groups were virtually identical. Thus, successful error reduction during revision is not a predicator of learning as the two groups differed dramatically on the former but were indistinguishable on the later. Improvements made during revision are not evidence on the effectiveness of correction for improving learners' writing ability in the long run. 112 pp. Englisch.
Published by LAP LAMBERT Academic Publishing Aug 2017, 2017
ISBN 10: 6202014512ISBN 13: 9786202014519
Seller: BuchWeltWeit Ludwig Meier e.K., Bergisch Gladbach, Germany
Book Print on Demand
Taschenbuch. Condition: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -Previous research has shown that corrective feedback on an assignment helps learners reduce their errors during the revision process. Does this finding constitute evidence that learning resulted from feedback Differing answers play an important role in the ongoing debate over the effectiveness of error correction, suggesting a need for empirical investigation. In this study, two groups of EFL learners were asked to write an an in-class narrative. Their papers were collected, revised and returned to them in the next session. Half of the students had their errors underlined and used this feedback in the revision task while the other half did the same task without feedback. Later on, the students were identically taught for 9 sessions and finally were asked to write the same narrative they had produced before. On this measure, the two groups were virtually identical proving that successful error correction during revision is not a predicator of learning as the two groups differed dramatically on the former but were indistinguishable on the later. 116 pp. Englisch.
Published by GRIN Verlag, 2015
ISBN 10: 3656862176ISBN 13: 9783656862178
Seller: AHA-BUCH GmbH, Einbeck, Germany
Book
Taschenbuch. Condition: Neu. Druck auf Anfrage Neuware - Printed after ordering - Master's Thesis from the year 2014 in the subject Didactics for the subject English - Pedagogy, Literature Studies, grade: 18.50, , course: The Role of Corrective Feedback in Writing Improvement: A Case of Iranian EFL Learners, language: English, abstract: Previous research has shown that corrective feedback on an assignment helps learners reduce their errors during the revision process. Does this finding constitute evidence that learning resulted from the feedback Differing answers play an important role in the ongoing debate over the effectiveness of error correction, suggesting a need for empirical investigation. In this study, two groups of EFL learners were asked to write an in-class narrative. Their papers were collected, revised and returned to them in the next session. Half of the students had their errors underlined and used this feedback in the revision task while the other half did the same task without feedback. Results matched those of the previous studies: the underlined group was significantly more successful than the control group. Later on, the students were identically taught in 9 sessions. In the 12th session, however, the students were asked to write the same narrative they had produced in the first and second session as a measure of long-term learning. On this measure, the two groups were virtually identical. Thus, successful error reduction during revision is not a predicator of learning as the two groups differed dramatically on the former but were indistinguishable on the later. Improvements made during revision are not evidence on the effectiveness of correction for improving learners' writing ability in the long run.
Published by LAP LAMBERT Academic Publishing, 2017
ISBN 10: 6202014512ISBN 13: 9786202014519
Seller: AHA-BUCH GmbH, Einbeck, Germany
Book Print on Demand
Taschenbuch. Condition: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - Previous research has shown that corrective feedback on an assignment helps learners reduce their errors during the revision process. Does this finding constitute evidence that learning resulted from feedback Differing answers play an important role in the ongoing debate over the effectiveness of error correction, suggesting a need for empirical investigation. In this study, two groups of EFL learners were asked to write an an in-class narrative. Their papers were collected, revised and returned to them in the next session. Half of the students had their errors underlined and used this feedback in the revision task while the other half did the same task without feedback. Later on, the students were identically taught for 9 sessions and finally were asked to write the same narrative they had produced before. On this measure, the two groups were virtually identical proving that successful error correction during revision is not a predicator of learning as the two groups differed dramatically on the former but were indistinguishable on the later.
Published by LAP LAMBERT Academic Publishing, 2017
ISBN 10: 6202014512ISBN 13: 9786202014519
Seller: moluna, Greven, Germany
Book Print on Demand
Condition: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Autor/Autorin: Sadeghi SajadSajad Sadeghi is an MA holder in Applied Linguististics who has been teaching General and Technical English in several universities and institutes since 2004. Specifically, he has taught many remedial courses for TOEFL a.