Using multimode feedback to teach ESL writing in large multilevel secondary classes
El Kassim, Mouhammed
Using multimode feedback to teach ESL writing in large multilevel secondary classes - Beirut Université Libanaise - Faculté de Pédagogie - Deanship 2014 - 126 pages
النوع : Mémoire
In large ESL composition classes, it is not practical to provide teacher-written comments or to organize individual or small group conferences. Because feedback to ESL writing students is essential for the development of their writing skill, depriving students of such feedback in large classes is problematic. To solve this problem, a grade-10 class in a Lebanese public high-school was administered multi-mode feedback which combined teacher oral response in a whole-class conference, peer response, and self-directed feedback in a systematic way. The present study explored the effectiveness of this multi-mode feedback in helping students revise their papers and improve their writing. It also investigated the participants’ reactions to this kind of feedback. The mixed method research was used, combining the quasi-experimental design with qualitative tools that included journal entries and interviews. The study lasted for 32 teaching hours for the duration of four months, during which the experimental group that consisted of 32 students received multi-mode feedback while the control group that consisted of 32 students received traditional writing instruction with no feedback. Major findings indicated that the multi-mode feedback was effective in helping most students in the experimental class improve their writing. The participants also reacted positively to it.
Cycle Secondaire L’enseignement de la Langue Anglaise Méthodes d’enseignement
Secondary Education English Language Education Teaching Methods
المرحلة الثانوية تعليم اللغة الانكليزية طرق التعليم
Using multimode feedback to teach ESL writing in large multilevel secondary classes - Beirut Université Libanaise - Faculté de Pédagogie - Deanship 2014 - 126 pages
النوع : Mémoire
In large ESL composition classes, it is not practical to provide teacher-written comments or to organize individual or small group conferences. Because feedback to ESL writing students is essential for the development of their writing skill, depriving students of such feedback in large classes is problematic. To solve this problem, a grade-10 class in a Lebanese public high-school was administered multi-mode feedback which combined teacher oral response in a whole-class conference, peer response, and self-directed feedback in a systematic way. The present study explored the effectiveness of this multi-mode feedback in helping students revise their papers and improve their writing. It also investigated the participants’ reactions to this kind of feedback. The mixed method research was used, combining the quasi-experimental design with qualitative tools that included journal entries and interviews. The study lasted for 32 teaching hours for the duration of four months, during which the experimental group that consisted of 32 students received multi-mode feedback while the control group that consisted of 32 students received traditional writing instruction with no feedback. Major findings indicated that the multi-mode feedback was effective in helping most students in the experimental class improve their writing. The participants also reacted positively to it.
Cycle Secondaire L’enseignement de la Langue Anglaise Méthodes d’enseignement
Secondary Education English Language Education Teaching Methods
المرحلة الثانوية تعليم اللغة الانكليزية طرق التعليم