Using multimode feedback to teach ESL writing in large multilevel secondary classes (Record no. 19925)

MARC details
000 -LEADER
fixed length control field 02229nam a2200181Ia 4500
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 180910s9999 xx 000 0 und d
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name El Kassim, Mouhammed
Miscellaneous information Master, تعليم الانكليزية
245 10 - TITLE STATEMENT
Title Using multimode feedback to teach ESL writing in large multilevel secondary classes
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc. Beirut
Name of publisher, distributor, etc. Université Libanaise - Faculté de Pédagogie - Deanship
Date of publication, distribution, etc. 2014
300 ## - PHYSICAL DESCRIPTION
Extent 126 pages
500 ## - GENERAL NOTE
General note النوع : Mémoire
520 3# - SUMMARY, ETC.
Summary, etc. 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.
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Cycle Secondaire L’enseignement de la Langue Anglaise Méthodes d’enseignement
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Secondary Education English Language Education Teaching Methods
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element المرحلة الثانوية تعليم اللغة الانكليزية طرق التعليم
856 ## - ELECTRONIC LOCATION AND ACCESS
Public note Université Libanaise - Faculté de Pédagogie - Deanship
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type بيانات الهيئة اللبنانية للعلوم التربوية

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