The effect of computer-mediated corrective feedback modes on 10th grade EFL students' writing performance

العناوين الأخرى

أثر طرق التغذية الراجعة المحوسبة على الأداء الكتابي اللغة الإنجليزية كلغة اجنبية الصف العاشر

مقدم أطروحة جامعية

Ulaymat, Sabah Ibrahim

مشرف أطروحة جامعية

Abu Suaylik, Ali Farhan

أعضاء اللجنة

Abu al-Shar, Awatif Mazal
al-Abd al-Haqq, Fawwaz

الجامعة

جامعة آل البيت

الكلية

كلية العلوم التربوية

القسم الأكاديمي

قسم المناهج و التدريس

دولة الجامعة

الأردن

الدرجة العلمية

ماجستير

تاريخ الدرجة العلمية

2013

الملخص الإنجليزي

This study explored the effect of computer-mediated corrective feedback on the 10th grade EFL students’ performance in the writing skill.

To achieve its objectives, the study aimed to answer the following three research questions.

First, are there any significant differences between the mean scores of the experimental and control groups due to the presence/absence of corrective feedback on EFL students' performance in writing? Second, are there any significant differences between the mean scores of the experimental groups due to the mode of providing corrective feedback (teacher feedback, student feedback, and both) on students' performance in writing? Third, which writing aspects (spelling, punctuation, organization, content, grammar, and vocabulary) is mainly developed by computer-mediated corrective feedback? Seventy-two 10th grade female students in the second semester of the scholastic year 2012/2013 at Al Hammra secondary school for girls which is in Mafraq were selected as the study sample.

They were randomly assigned into four groups, three experimental groups (18 in each) and one control group (18 students).

The three experimental groups were taught using the computer-mediated corrective feedback modes including teachers’ feedback (students who received feedback only from the teacher), students’ feedback (students who provided and received feedback from their peers), and both (students who received and provided feedback from students and teacher).

The control group was taught using computer-mediated communication.

However, it neither provided nor received corrective feedback.

Two-question performance test related to writing skill to measure students’ performance before and after the study was administered to all students who participated in the study.

Relevant statistical analyses related to means, standard deviations, ANOVA test, and Scheffe test were used. The findings of the study showed that there were significant differences between the mean scores of the control group and the experimental groups due to the presence/absence of corrective feedback in favor of the experimental groups.

Furthermore, the findings revealed that there was a significant effect for the mean scores between teachers’ feedback, students’ feedback or both, in favor of both where students received corrective feedback from their peers and the teacher .

Computer-mediated corrective feedback was helpful in developing the writing skill better than computer-mediated communication with no corrective feedback.

Finally, a number of related recommendations were presented to students, teachers, researchers, and the Ministry of Education.

التخصصات الرئيسية

العلوم التربوية

الموضوعات

• التعليم
• التعلم
• تعلم اللغة الثانية
• الأردن
• المفرق
• اللغة الإنجليزية

عدد الصفحات

77

قائمة المحتويات

• APA
• MLA
• AMA

لغة النص

الإنجليزية

نوع البيانات

رسائل جامعية

رقم السجل

BIM-415841