Effect of corrective feedback on reasoning skills in English writing (Record no. 20478)

MARC details
000 -LEADER
fixed length control field 03042nam 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 Mazeh, Najla Abdulsaheb
Miscellaneous information Master
245 10 - TITLE STATEMENT
Title Effect of corrective feedback on reasoning skills in English writing
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc. Beirut
Name of publisher, distributor, etc. American University of Beirut - Faculty of Arts and Sciences - Department of Education
Date of publication, distribution, etc. 2007
300 ## - PHYSICAL DESCRIPTION
Extent 72 pages
500 ## - GENERAL NOTE
General note النوع : Mémoire
520 3# - SUMMARY, ETC.
Summary, etc. The purpose of the study was to examine the effect of corrective feedback on sco re of reasoning skills as measured by Woodcock Johnson (Thinking Ability subtest ). The sample included one hundred and one student placed in fifth and sixth gra de level, within one Lebanese school in Beirut. It also aimed to examine the eff ect of corrective feedback on number and types of errors in students' essays, as identified by qualitative essay analysis. This research followed the experimental design. The independent variable was cor rective feedback, and the dependent variable in the study was the score on reaso ning skills. The second dependent variable in the study was the number and type of errors in essays (sequencing, analysis, associating, matching) as measured qu alitatively by analyzing change in errors made by students after receiving corre ctive feedback on their essay. Statistical procedures were used to analyze all the data including descriptive s tatistics (means and standard deviations), ANCOVA, and repeated measures. First , ANCOVA revealed statistically significant differences between scores of experi mental group on two subtests due to effect of intervention. However, no signific ant differences were reported on the other two subtests, between the groups. Second, repeated measure analysis reported that the significant effect on decre ase in number of errors across essays was evident from essay one to essay three. On the other hand, corrective feedback had no significant effect on change in t he proportion of error types across essays. Finally, qualitative analysis of students' essays revealed that corrective feed back helped students in understanding their errors, and thus avoided them in lat er essays. Students showed improvement in writing skills. They were able to writ e coherent sentences, with logically related and well organized ideas, besides t heir errors regarding word choice decreased in a significant way. The results were then discussed in the light of previous research f indings, and recommendations for further research were made.
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element English Language Education Teaching Methods
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element L’enseignement de la Langue Anglaise Méthodes d’enseignement
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element تعليم اللغة الانكليزية طرق التعليم
856 ## - ELECTRONIC LOCATION AND ACCESS
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942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type بيانات الهيئة اللبنانية للعلوم التربوية

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