Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2018, Cilt: 14 Sayı: 4, 162 - 178, 15.12.2018

Öz

Kaynakça

  • Abbaszad Tehrani,F.(2010). Using Net-Folio to improve Writing Skills. Unpublished PhD Thesis, Institute of educational sciences. Gazi University, Ankara-Turkey.
  • Cho,K.,&MacArthur,C.(2010). Student revision with peer and expert reviewin. Learning and Instruction, 20, pp.328-338
  • Gielen,S.,Tops,L., Dochy,F., Onghena,P., & Smeets,S. (2010).A comparative study of peer and teacher feedback and of various peer feedback forms in a secondary school writing curriculum. British Educational Research Journali Vol.36, Issue 1, pp.1-17
  • Kluger, A.N., & DeNisi, A. (1996). The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin, 119, pp.254–284.
  • Kulhavy,R.Wç,& StockW.A.(1989). Feedback in writteninstruction:Historical context and implications for practice. In J.V Dempsey & G.C. Sales(Eds.), Interactive instruction and feedback, pp.3-20. Englewood Cliffs, NJ: Educational Technology
  • Lee,I., Mark,P., & Burns,A. (2015). Bringing innovation to conventional feedback approaches in EFL secondary writing classrooms. English Teaching Practice & Critique. Vol 14 No.2,2015.pp.140-163
  • Liu,J.,& Hansen,J.G.(2002). Peer response in second language writing classrooms. Ann Arbor, MI: The University of Michigan Press.
  • Narciss,S.(2008). Feedback strategies for interactive learning tasks. In J. M. Spector, M.D.Merrill, J.J. G. Van Merrienboer, & M.P.Driscoll (Eds.), Handbook of research on educational communication and technology, 3rd ed, pp.125-143
  • Nichol,D., Thomson,A., & Breslin,C.(2014). Rethinking feedback practices in higher education: a peer review perspective. Assessment & Education in Higher Education, 2014. Vol.39,No.1, pp.102-122
  • Peter, E. (1998). Writing with power: Techniques for Mastering the Writing Process.OUP
  • Rollinson, P.(2005). Using Peer feedback in the ESL writing class. ELT Journal 59(1):January,23-30.
  • Sadler, D.R.(1998). Formative assessment: Revisiting the territory. Assessment in education, 5, 77-84.
  • Seliger.H.W.(1983).Learner interactions in the classroom and its effects on language acquisition.In Seliger,H.W.,& Long,M.H.,(Eds)Clssroom oriented research in second language acquisition(pp.246-267). Rowley, Massachusetts:Newbury House Publishers,Inc.
  • Smalzer,W.R.(2005). Write to be read. CUP:54
  • Tuzi, F. (2004). The impact of e-feedback on the revisions of L2 writers in an academic writing course. Computers and composition. 21, 217-235
  • Vollmeyer, R., & Rheinberg, F. (2005). A surprising effect of feedback on learning. Learning and Instruction, 15, 589–602.
  • Yang, M., Badger, R. & Yu, Z. (2006) A comparative study of peer and teacher feedback in a Chinese EFL writing class, Journal of Second Language Writing, 15, 179–200.

Feedback for writing or writing for feedback?

Yıl 2018, Cilt: 14 Sayı: 4, 162 - 178, 15.12.2018

Öz
























































Please fill up the following information accurately. (Please
use Times New Roman, 12 pt.


Feedback for writing or writing for feedback?



Writing has been seen as a problem to many of students and learning to write fluently has been the most difficult of the macro-skills for all languages. From academic writing point of view, drawing attention to the constant needs to draft and revise can be considered one of the important ways to encourage students to be responsible for making improvements themselves.  The best way to learn how to write is to be evaluated continuously across writing. Here feedback plays an important role in writing process. Considering the problems in writing classes, the aim of this study was to investigate a training procedure through which Language learners can develop self-confidence, be motivated, improve the quality of essays, acquire communicative competence through writing and following feedbacks. This study is triple phased study and the first phase comprised students’ attitude about giving and receiving feedback. The study was conducted for 22 3rd grade female ELT students of UFUK University in Turkey. An attitude questionnaire was administered to elicit students` thoughts about the effectiveness of   using feedback in writing classes. The ideas expressed through the questionnaire revealed that ELT students has mostly positive attitude toward using teacher-feedback and peer-feedback. The results show that although writing is the most difficult skill for them to learn, but giving feedback motivates them to write more.



Information about Author(s)*



Author 1



Author
(Last name, First name)



 Tehrani, Faranak Abbaszad

Affiliated
institution (University)



 Ufuk University

Country



 Turkey



Email
address



 abbaszadtehrani@gmail.com

Department
& Rank



Department of Foreign Language Teaching



Corresponding author (Yes/No)


Write only one corresponding author.



 Yes



Author 2



Author
(Last name, First name)



 



Affiliated
institution (University)



 



Country



 



Email
address



 



Department
& Rank



 



Corresponding
author (Yes/No)



 



Author 3



Author
(Last name, First name)



 



Affiliated
institution (University)



 



Country



 



Email
address



 



Department
& Rank



 



Corresponding
author (Yes/No)



 



Author 4



Author
(Last name, First name)



 



Affiliated
institution (University)



 



Country



 



Email
address



 



Department
& Rank



 



Corresponding
author (Yes/No)



 



 


Kaynakça

  • Abbaszad Tehrani,F.(2010). Using Net-Folio to improve Writing Skills. Unpublished PhD Thesis, Institute of educational sciences. Gazi University, Ankara-Turkey.
  • Cho,K.,&MacArthur,C.(2010). Student revision with peer and expert reviewin. Learning and Instruction, 20, pp.328-338
  • Gielen,S.,Tops,L., Dochy,F., Onghena,P., & Smeets,S. (2010).A comparative study of peer and teacher feedback and of various peer feedback forms in a secondary school writing curriculum. British Educational Research Journali Vol.36, Issue 1, pp.1-17
  • Kluger, A.N., & DeNisi, A. (1996). The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin, 119, pp.254–284.
  • Kulhavy,R.Wç,& StockW.A.(1989). Feedback in writteninstruction:Historical context and implications for practice. In J.V Dempsey & G.C. Sales(Eds.), Interactive instruction and feedback, pp.3-20. Englewood Cliffs, NJ: Educational Technology
  • Lee,I., Mark,P., & Burns,A. (2015). Bringing innovation to conventional feedback approaches in EFL secondary writing classrooms. English Teaching Practice & Critique. Vol 14 No.2,2015.pp.140-163
  • Liu,J.,& Hansen,J.G.(2002). Peer response in second language writing classrooms. Ann Arbor, MI: The University of Michigan Press.
  • Narciss,S.(2008). Feedback strategies for interactive learning tasks. In J. M. Spector, M.D.Merrill, J.J. G. Van Merrienboer, & M.P.Driscoll (Eds.), Handbook of research on educational communication and technology, 3rd ed, pp.125-143
  • Nichol,D., Thomson,A., & Breslin,C.(2014). Rethinking feedback practices in higher education: a peer review perspective. Assessment & Education in Higher Education, 2014. Vol.39,No.1, pp.102-122
  • Peter, E. (1998). Writing with power: Techniques for Mastering the Writing Process.OUP
  • Rollinson, P.(2005). Using Peer feedback in the ESL writing class. ELT Journal 59(1):January,23-30.
  • Sadler, D.R.(1998). Formative assessment: Revisiting the territory. Assessment in education, 5, 77-84.
  • Seliger.H.W.(1983).Learner interactions in the classroom and its effects on language acquisition.In Seliger,H.W.,& Long,M.H.,(Eds)Clssroom oriented research in second language acquisition(pp.246-267). Rowley, Massachusetts:Newbury House Publishers,Inc.
  • Smalzer,W.R.(2005). Write to be read. CUP:54
  • Tuzi, F. (2004). The impact of e-feedback on the revisions of L2 writers in an academic writing course. Computers and composition. 21, 217-235
  • Vollmeyer, R., & Rheinberg, F. (2005). A surprising effect of feedback on learning. Learning and Instruction, 15, 589–602.
  • Yang, M., Badger, R. & Yu, Z. (2006) A comparative study of peer and teacher feedback in a Chinese EFL writing class, Journal of Second Language Writing, 15, 179–200.
Toplam 17 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Araştırma Makalesi
Yazarlar

Faranak Abbaszad Tehrani Bu kişi benim

Yayımlanma Tarihi 15 Aralık 2018
Yayımlandığı Sayı Yıl 2018 Cilt: 14 Sayı: 4

Kaynak Göster

APA Tehrani, F. A. (2018). Feedback for writing or writing for feedback?. Journal of Language and Linguistic Studies, 14(4), 162-178.
AMA Tehrani FA. Feedback for writing or writing for feedback?. Journal of Language and Linguistic Studies. Aralık 2018;14(4):162-178.
Chicago Tehrani, Faranak Abbaszad. “Feedback for Writing or Writing for Feedback?”. Journal of Language and Linguistic Studies 14, sy. 4 (Aralık 2018): 162-78.
EndNote Tehrani FA (01 Aralık 2018) Feedback for writing or writing for feedback?. Journal of Language and Linguistic Studies 14 4 162–178.
IEEE F. A. Tehrani, “Feedback for writing or writing for feedback?”, Journal of Language and Linguistic Studies, c. 14, sy. 4, ss. 162–178, 2018.
ISNAD Tehrani, Faranak Abbaszad. “Feedback for Writing or Writing for Feedback?”. Journal of Language and Linguistic Studies 14/4 (Aralık 2018), 162-178.
JAMA Tehrani FA. Feedback for writing or writing for feedback?. Journal of Language and Linguistic Studies. 2018;14:162–178.
MLA Tehrani, Faranak Abbaszad. “Feedback for Writing or Writing for Feedback?”. Journal of Language and Linguistic Studies, c. 14, sy. 4, 2018, ss. 162-78.
Vancouver Tehrani FA. Feedback for writing or writing for feedback?. Journal of Language and Linguistic Studies. 2018;14(4):162-78.