Geri Dön

A Descriptive study of first-year university students reactions to teachers written feedback

Birinci sınıf üniversite öğrencilerinin öğretmenlerin yazılı dönütlerine tepkileri

  1. Tez No: 43618
  2. Yazar: FATMA ELİF UZEL
  3. Danışmanlar: BENA GÜL PEKER
  4. Tez Türü: Yüksek Lisans
  5. Konular: Eğitim ve Öğretim, Education and Training
  6. Anahtar Kelimeler: Belirtilmemiş.
  7. Yıl: 1995
  8. Dil: İngilizce
  9. Üniversite: İhsan Doğramacı Bilkent Üniversitesi
  10. Enstitü: Sosyal Bilimler Enstitüsü
  11. Ana Bilim Dalı: Belirtilmemiş.
  12. Bilim Dalı: Belirtilmemiş.
  13. Sayfa Sayısı: 123

Özet

Özet yok.

Özet (Çeviri)

ABSTRACT Title; A descriptive study of first -year university students' reactions to teachers' written feedback Author: Fatma Elif Uzel Thesis Chairperson: Ms. Bena Gül Peker, Bilkent University, MA TEFL Program Thesis Committee Members: Dr. Teri S. Haas, Ms. Susan D. Bosher, Bilkent University, MA TEFL Program This research study investigated first -year university students ' reactions to teachers ' written feedback on their compositions and how learners actually use teacher feedback when revising. As another focus, learners' reactions and teachers' assumptions of these are compared. One hundred and twenty students and 23 teachers participated in the study. Data were collected through a student questionnaire, a teacher questionnaire and interviews. Data regarding the closed items of the questionnaires were analyzed using frequencies, means, standard deviations and percentages. For the analysis of open-ended questionnaire items and interviews, descriptive categories were developed from the data. The study had three research questions. The first research question was about learners' reactions to teachers' written feedback. The results suggest that learners' prefer both written and oral feedback. They find comments on organization and detailed comments most helpful while they think unclear and too broad comments are least helpful. Therefore, they would like theirinstructors to give clear, specific and detailed comments which focus mainly on organization. The second research question was about how learners use teacher written feedback when revising their compositions. The findings suggest that most of the students understand and consider their instructors' feedback when revising first drafts. However, the students who ignored them reported that they did not understand what their instructors' meant or they did not think a revision was necessary. Almost half of the students wished to receive additional feedback, such as oral comments, comments showing explicitly how to improve, comments on grammar and on vocabulary, and positive comments. The third research question was whether learners' reactions to teachers' written feedback was different from teachers' assumptions of these reactions. In general, teachers' assumptions match with what students have reported. Regarding some issues, some differences were also reported. Students who participated in this study insist on their need for detailed, text-specific and clear teacher written feedback supported by writing conferences. These findings suggest important pedagogical implications about feedback: training programs- -workshops- -both for students and teachers.

Benzer Tezler

  1. The significance and the contribution of 6+1 traits of writing to the success of the students in writing courses in English language teaching

    Yazmanın 6+1 özelliğinin İngilizce öğretiminde yazılı anlatım derslerindeki öğrenci başarısına katkısı ve önemi

    ÖZLEM YAZAR

    Yüksek Lisans

    İngilizce

    İngilizce

    2004

    Eğitim ve ÖğretimGazi Üniversitesi

    İngiliz Dili Eğitimi Ana Bilim Dalı

    YRD. DOÇ. DR. PAŞA TEVFİK CEPHE

  2. Using L1 as an instructional study with prep school students: A descriptive study

    Hazırlık sınıfı öğrencilerine yabancı dil öğretiminde anadilin bir öğretim stratejisi olarak kullanımı: Betimsel bir çalışma

    ONUR ŞAHİN

    Yüksek Lisans

    İngilizce

    İngilizce

    2019

    Eğitim ve ÖğretimBursa Uludağ Üniversitesi

    Yabancı Diller Eğitimi Ana Bilim Dalı

    PROF. DR. AYŞEGÜL AMANDA YEŞİLBURSA

  3. Rehberli araştırma yönteminin farklı tekniklerle uygulanmasının üniversite öğrencilerinin kimya başarılarına, kimyaya ve öğretim tekniğine karşı tutumlarına etkisi

    The effects of guided inquiry method which applying with different methods to university students? chemistry achievements, attitudes toward chemistry and teaching method

    SEMA EYVAZOĞLU

    Yüksek Lisans

    Türkçe

    Türkçe

    2008

    Eğitim ve ÖğretimAbant İzzet Baysal Üniversitesi

    İlköğretim Bölümü

    DOÇ. DR. İBRAHİM BİLGİN

  4. Lisansüstü öğrencilerinin psikolojik taciz algıları

    Psychological harassment (Mobbing) perceptions of the postgraduate students

    SEDA GÜNDÜZ

    Yüksek Lisans

    Türkçe

    Türkçe

    2014

    Eğitim ve ÖğretimErciyes Üniversitesi

    Eğitim Bilimleri Ana Bilim Dalı

    YRD. DOÇ. DR. MUSTAFA DURMUŞÇELEBİ

  5. Fen bilimleri öğretmen adaylarının laboratuvar uygulamaları, deney raporları ve Vee diyagramları ile ilgili görüşlerinin incelenmesi

    Examination of pre-service science teachers' opinions on laboratory practices, experiment reports, and Vee diagrams

    BEYZA ÖĞÜTCÜOĞLU

    Yüksek Lisans

    Türkçe

    Türkçe

    2022

    Eğitim ve ÖğretimAlanya Alaaddin Keykubat Üniversitesi

    Matematik ve Fen Bilimleri Eğitimi Ana Bilim Dalı

    DR. ÖĞR. ÜYESİ TUBA DEMİRCİ