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Abstract

This study investigates whether or not “good paragraph writing” affects language learners’ both cognitive and affective levels, i.e., it is aimed to search the correlation among learners’ beliefs about corrective feedback, their writing anxiety, and their writing performances. Two questionnaires are conducted to compare students’ beliefs before and after treatment. Additionally, the experimental part is conducted through in-class treatment where in control group all the errors are just underlined i.e. provided only un-coded feedback, whereas in experimental group all the error types underlined, coded but not corrected. Statistical and descriptive analyses of learners’ perceptions revealed that learners prefer indicated, coded but not corrected type of feedback especially provided by teachers. At last, this study seems to prove the need for coded teacher feedback and the possibility and effectiveness of using it in reducing foreign language writing anxiety.

Keywords

• teacher feedback, coded feedback, writing anxiety

Affective and Cognitive Effects of Coded Teacher Feedback on Fl Writing Students

Abstract

Bu çalışma, iyi paragraf yazmanın dil öğrenenlerin bilişsel ve duyuşsal düzeylerine etki edip etmediğini, yani öğrencilerin düzeltici dönüt ve yazma kaygısı inançları ile yazma başarıları arasında ilişki olup olmadığını araştırmayı amaçlamıştır. Öğrencilerin düşüncelerini kıyaslamak için sınıf uygulaması öncesi ve sonrası iki anket uygulanmıştır. Bununla birlikte, sınıf-içi uygulamada kontrol grubundaki hataların sadece altı çizilirken, yani kodlanmamış dönüt verilirken, deney grubunda tüm hataların altı çizilmiş, kodlanmış fakat düzeltilmemiştir. İstatistikî ve betimleyici analizler öğrencilerin özellikle öğretmenler tarafından sağlanan altı çizili, kodlanmış fakat düzeltilmemiş geribildirim türünü tercih ettiklerini göstermektedir. Sonuç olarak, bu çalışma kodlanmış öğretmen geribildiriminin gerekli olduğunu ve ayrıca yabancı dil yazma kaygısını düşürmede etkili olabileceğini kanıtlamış görünmektedir.

Keywords

• öğretmen geribildirimi, kodlu geribildirim, yazma kaygısı

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25. Citation Information: Kahraman, A. (2013). Affective and cognitive effects of coded teacher feedback on FL writing students. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi [Hacettepe University Journal of Education], 28(1), 189-201.