Effects of peer-review, teacher-review and guided writing on young Iranian EFL learners' grammar and their attitudes towards each approach
Akran değerlendirmesinin, öğretmen değerlendirmesinin ve kontrollü yazmanın İngilizceyi yabancı dil olarak öğrenen öğrencilerin gramerindeki ve bu yaklaşımların öğrencilerin tutumlarındaki etkileri
- Tez No: 401041
- Danışmanlar: DR. SADIGHI
- Tez Türü: Yüksek Lisans
- Konular: İngiliz Dili ve Edebiyatı, English Linguistics and Literature
- Anahtar Kelimeler: Belirtilmemiş.
- Yıl: 2011
- Dil: İngilizce
- Üniversite: Daneshgahe Azad-e-Islami
- Enstitü: Yurtdışı Enstitü
- Ana Bilim Dalı: Belirtilmemiş.
- Bilim Dalı: Belirtilmemiş.
- Sayfa Sayısı: 64
Özet
Özet yok.
Özet (Çeviri)
The emphasis of English Instruction has recently become a substantial issue of education in many non-native countries. As stated by Weaver (2001), teaching grammar to young non-native learners can be more practical if it is embedded in an interesting and authentic context and il can be best improved through revising and editing stage. Among the stages in process writing, responding to student writing in the editing stage is frequently a central concern in writing instruction. The two major styles of commenting on students' works, peer review and teacher review, are continuously compared and contrasted in many studies. What actual effects contextualized writing exercises and the two different feedback styles can have on young Iranian learners' grammar and which feedback style is mostly favored by the learners are the main concerns of the present study. At first the students who were randomly selected from intermediate classes of Navid English Institute were provided with a fixed sentence pattern (present continuous) and they were asked to write a short story describing the picture with the suggested structure. After writing their first draft, they were asked to find their own peer reviewer, exchange their drafts and provide their written comments on their peer's draft. Finally the instructor asked them to write a revised draft referring to their peers' comments. They were asked to turn in their two drafts at the end of the first feedback session. On the next feedback session, the first draft of exercise 2(There is. There are, a few, a little) was written. While peers commented on each others' draft on the first feedback session, the instructor was the only reviewer on the second feedback session. After commenting on the drafts the instructor returned them to the students for writing a revised one. The final drafts were all collected and a questionnaire about the effectiveness of either feedback type was administered to the participants. A week later the researcher conducted a grammar test containing the common errors of the participants, In order to figure out whether the whole process of contextualized writing, revising and editing had any effects on learners' grammar. For the purpose of analyzing the data of the study, descriptive analysis, paired t-tests and chi-squares were run. The results showed that the whole process of contextualized writing and the two feedback styles had positive effects on learners guided writing. However the two feedback styles perfonned significantly different on the learners1 grammar and teacher feedback was found to have more effects on learners' grammar and guided writing, and it was also preferred by the learners over peer review.
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