Identifying the students' corrective textual actions towards teachers feedback

Basit Öğe Kaydı
dc.authorid0000-0002-7067-599X
dc.contributor.authorUlper, Hakan
dc.contributor.authorCetinkaya, Gokhan
dc.contributor.editorLaborda, JC
dc.contributor.editorOzdamli, F
dc.contributor.editorMaasoglu, Y
dc.date.accessioned2019-08-01T13:38:39Z
dc.date.available2019-08-01T13:38:39Z
dc.date.issued2014
dc.departmentNiğde ÖHÜ
dc.description5th World Conference on Educational Sciences (WCES) -- FEB 05-08, 2013 -- Rome Sapienza Univ, Rome, ITALY
dc.description.abstractThe 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.
dc.description.sponsorshipNear E Univ, Ankara Univ, Bahcesehir Univ
dc.identifier.doi10.1016/j.sbspro.2014.01.198
dc.identifier.endpage230
dc.identifier.issn1877-0428
dc.identifier.startpage227
dc.identifier.urihttps://dx.doi.org/10.1016/j.sbspro.2014.01.198
dc.identifier.urihttps://hdl.handle.net/11480/4259
dc.identifier.volume116
dc.identifier.wosWOS:000335471200040
dc.identifier.wosqualityN/A
dc.indekslendigikaynakWeb of Science
dc.institutionauthor[0-Belirlenecek]
dc.language.isoen
dc.publisherELSEVIER SCIENCE BV
dc.relation.ispartof5TH WORLD CONFERENCE ON EDUCATIONAL SCIENCES
dc.relation.ispartofseriesProcedia Social and Behavioral Sciences
dc.relation.publicationcategoryKonferans Öğesi - Uluslararası - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.subjectWriting process
dc.subjectfeedback
dc.subjectfeedback typ
dc.titleIdentifying the students' corrective textual actions towards teachers feedback
dc.typeConference Object

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