000			01930nam a2200205Ia 4500
005			20191210142947.0
008			180910s9999 xx 000 0 und d
040			_aLB-BrCRDP
100	1		_aMajari, Basma _gMaster Education
245	1	0	_aFeedback : all the effort but what is the effect?
260			_aBeirut _bLebanese American University. School of Arts and Sciences. Education Department _c2010
300			_a102 pages
500			_aالنوع : Mémoire
520	3		_aFeedback plays a central role in writing development. The immense studies conducted on the effectiveness of teacher feedback and peer feedback has resulted in inconsistent findings. While some found that teacher and peer feedback were futile and induced little revision, others found that they did enhance students’ writing skills. This research project reported on the study of the effect of teacher and peer feedback in writing among 10th grade secondary L2 students in one private school in Lebanon. Moreover, it examined students’ perception toward teacher and peer feedback. Both quantitative and qualitative data were obtained and triangulated. A content analysis of three writing essays was applied. A pre-post questionnaire was addressed to L2 students to analyze their perceptions toward teacher and peer feedback. The interviews with the L2 learners identified the role of peer and teacher feedback. A classroom observation revealed the features of peer interaction. Findings showed that teacher feedback was preferred to peer feedback. No statistically significant data was obtained concerning the impact of teacher and peer feedback on the writing quality. The implications of the findings of this study for the writing teacher were also discussed.
650		4	_aFeed-back
650		4	_aFeed-back
650		4	_aالتغذية الراجعة
856			_zShamaa _uhttp://search.shamaa.org/FullRecord?ID=66092
942			_cLAESDATA _2ddc
999			_c20142 _d20142