Identifying the students' corrective textual actions towards teachers feedback
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Date
2014
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
ELSEVIER SCIENCE BV
Access Rights
info:eu-repo/semantics/openAccess
Abstract
The aim of present research, to analyze deal of requirements that middle and high school students" fulfillments towards the teachers' feedback comparatively. Research was carried out two groups randomly determined one from middle and other from high school. These groups were asked to produce a short essay in text type. After these texts were collected and evaluated by researchers. Feedback was projected by making explanations on the paper. In the research carried out by ulper (2012), It is indicated that teachers give feedback according to content formation, coherence, word usage, language use, mechanical properties, paper order, holistic quality and text type category. This framework was based on feedback upon students' texts. In the middle stage, the texts were given back to the students and they were asked to rewrite the texts by making adjustments based on that feedbacks. In the last stage, all texts were collected and it was identified that the students' overwrites relating to which feedback categories. According to the result of our study, it has been evidently revealed that students require assistance when correcting. Besides, the students performed a higher rate of acceptable corrections for topic requiring less cognitive effort such as paper layout, mechanic properties. (C) 2013 The Authors. Published by Elsevier Ltd.
Description
5th World Conference on Educational Sciences (WCES) -- FEB 05-08, 2013 -- Rome Sapienza Univ, Rome, ITALY
Keywords
Writing process, feedback, feedback typ
Journal or Series
5TH WORLD CONFERENCE ON EDUCATIONAL SCIENCES
WoS Q Value
N/A
Scopus Q Value
Volume
116
