The effect of collaborative learning on the writing progress of 10th grade students (Record no. 20556)

MARC details
000 -LEADER
fixed length control field 03521nam 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 Shaaban, Therese Deeb
Miscellaneous information Master
245 14 - TITLE STATEMENT
Title The effect of collaborative learning on the writing progress of 10th grade students
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. 2001
300 ## - PHYSICAL DESCRIPTION
Extent 94 pages
500 ## - GENERAL NOTE
General note النوع : Mémoire
520 3# - SUMMARY, ETC.
Summary, etc. Although research in first language (LI) writing has demonstrated a positive effect of collaborative learning on the writing product (Ender & Newton. 2000; Freedman, 1992). research in second language (L2) writing has revealed rather inconclusive findings. The purpose of this study is to investigate whether collaborative learning would improve the writing of 10,h graders more than the traditional method of teacher written feedback, in the Lebanese context. The sample in this study consisted of 32, 10th grade students whose English was their 1,2 and were enrolled in a Lebanese private school in Beirut. They came from a homogeneous background and were able to use English proficiently. The sample was randomly assigned into two groups, experimental and control, of 16 participants each.--Peer groups in the experimental group consisted of three students each: one student of high English proficiency, the other of average English proficiency and the third of low English proficiency. The participants' age group ranged between 15 and 17. The researcher conducted the writing sessions for both groups over a period of 9 weeks, 2 sessions per week. After conducting two training sessions on peer groups/oral feedback for the experimental group and two training sessions following the teacher's written feedback for the control group, the two groups were given 2 essay assignments each requiring three separate drafts. In the control group, the researcher supplied written feedback; in the experimental group, peer groups supplied oral feedback. A third essay was given as a post-test, which was collected from both groups, mixed and distributed among three trained raters who corrected the essays using FL Composition Profile (Valdes & Dvorak, 1989). Data analysis was based on independent t-test to compare the total scores of the two groups, followed by a MANOVA test, a Univariate analysis and a Post-Hoc Tukey test. All statistical analyses were conducted at < .05 alpha level. The results of this study indicated that the mean scores of the students who used collaborative learning were significantly higher than the mean scores of the students who used teacher's written feedback. However, the difference between them was statistically significant in all components of writing except in grammar which was insignificant at p< .05 . Thus the findings suggest that peer-feedback revisions helped the students to overcome inhibitions related to the formal aspects of their writing and improve its quality and value.
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Cycle Secondaire Enseignement des langues Méthodes d’enseignement
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Secondary Education Teaching languages Teaching Methods
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element المرحلة الثانوية تعليم اللغات 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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