Show/Hide Menu
Hide/Show Apps
Logout
Türkçe
Türkçe
Search
Search
Login
Login
OpenMETU
OpenMETU
About
About
Open Science Policy
Open Science Policy
Open Access Guideline
Open Access Guideline
Postgraduate Thesis Guideline
Postgraduate Thesis Guideline
Communities & Collections
Communities & Collections
Help
Help
Frequently Asked Questions
Frequently Asked Questions
Guides
Guides
Thesis submission
Thesis submission
MS without thesis term project submission
MS without thesis term project submission
Publication submission with DOI
Publication submission with DOI
Publication submission
Publication submission
Supporting Information
Supporting Information
General Information
General Information
Copyright, Embargo and License
Copyright, Embargo and License
Contact us
Contact us
A comparison of two teacher-written feedback procedures given to EFL students at the department of basic english and students' attitudes towards these feedback procedures
Download
140239.pdf
Date
2003
Author
Tümkaya, Umman
Metadata
Show full item record
Item Usage Stats
243
views
0
downloads
Cite This
This thesis aims to compare two teacher-written feedback procedures (total feedback via error codes vs. selective feedback via general comments) for the students' structural errors - grammar, vocabulary, mechanics- and to examine students' attitudes towards these feedback techniques. For this purpose, two groups consisting of 10 students in each at the Department of Basic English were given feedback with the above mentioned techniques for eight weeks and heir performance was tested in a writing exam at the end of the study. mAfter testing the students' performance in the post-test, group interviews were carried out with the students to find out information about their attitudes towards the two types of teacher feedback. The analysis of the data collected through the post-test indicated that there is not a significant difference between the mean scores of the two groups (p > 0.05). Hence, it was found that the different treatments applied proved no difference in terms of improving students' accurate language use. The analysis of the student interviews indicated that all the students were positive towards error indication. However, they had varying preferences as to the amount and type of feedback. Most students in the study favoured total feedback and preferred getting comments from the teacher to receiving codes, as they believed that comments were more helpful to correct their mistakes and improve their writing.
Subject Keywords
English language
,
Structural feedback
,
Total feedback
,
Selective feedback
,
Direct feedback
,
Indirect feedback
,
Students' feedback
,
Error code
,
Group interview
,
General comments
URI
https://hdl.handle.net/11511/14084
Collections
Graduate School of Social Sciences, Thesis
Suggestions
OpenMETU
Core
Two different feedback procedures given to students’ writing
Tümkaya, Umman (2003-01-01)
This study aims to compare two teacher-written feedback procedures (total feedback via error codes vs. selective feedback via general comments) for the students' structural errors - grammar, vocabulary, mechanics. For this purpose, two groups of students in the Department of Basic English at Middle East Technical University were given feedback on their writing with the above mentioned techniques for eight weeks and their performance was tested in a writing exam at the end of the study. The analysis of the d...
A qualitative study of feedback literacy in higher education: uncovering enhancing and impeding factors
Kara, Ceren; Çapa Aydın, Yeşim; Department of Educational Sciences (2021-10)
Feedback literacy refers to learners’ competence and tendency to understand feedback information, make an evaluative judgment and use it to improve work and learning. The present study attempted to unveil feedback types, amount, and timing; and the indicators of feedback literacy along with the enhancing and impeding factors for feedback literacy. To answer the research questions of the study, a basic qualitative research design was employed. In total, 39 undergraduate students enrolled in English Language ...
The Relationship between students' preference for written feedback and improvement in writing : is the preferred one the best one?
Kağıtcı, Burçin; Hatipoğlu, Çiler; Department of English Literature (2013)
This study aimed to investigate a) which type of written feedback (direct feedback or use of error codes) university prep-school EFL students with elementary level of proficiency prefer to receive on their written texts, b) whether or not the (mis)match between students’ preferences and received feedback affect their level of improvement in writing, and c) to what extent the students’ previous writing experience affect their preference for the type of written feedback. In order to determine the students’ pr...
Effects of Combined Peer-Teacher Feedback on Second Language Writing Development
Demirel, Elif; Enginarlar, Hüsnü (2016-10-01)
This study attempts to test the effectiveness of a feedback model which combines teacher and peer feedback systematically on improving students' writing ability in the context of a multiple draft writing course. 57 Turkish EFL students participated in the study which lasted for a 15-week semester. The experimental and control groups were provided different feedback treatments and then statistically compared in terms of the revisions they made in their essay drafts and their writing improvement. A total of 1...
Investigating teachers’ views and practices of feedback in English language education in middle schools from a teacher feedback literacy framework perspective
İstencioğlu, Türkan; Çapa Aydın, Yeşim; Department of Curriculum and Instruction (2022-7)
Teacher feedback literacy refers to having the knowledge, expertise, and dispositions to design and employ feedback practices to enhance students’ feedback uptake and literacy (Carless & Winstone, 2020). This current qualitative research study aimed to uncover teachers’ views about feedback, employed and suggested feedback practices, and teacher competencies under the Teacher Feedback Literacy Competency Framework (Boud & Dawson, 2021). A basic qualitative research design was adopted to answer the research ...
Citation Formats
IEEE
ACM
APA
CHICAGO
MLA
BibTeX
U. Tümkaya, “A comparison of two teacher-written feedback procedures given to EFL students at the department of basic english and students’ attitudes towards these feedback procedures ,” M.A. - Master of Arts, Middle East Technical University, 2003.