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An Investigation of freshman students preferences for error correction techniques on written compositions at Middle East Technical University

Orta Doğu Teknik Üniversitesi'ndeki birinci sınıf öğrencilerinin İngilizce kompozisyonlarındaki hataları düzeltirken hata düzeltme teknikleri bakımından olan tercihlerinin araştırılması

  1. Tez No: 64946
  2. Yazar: FİLİZ MULUK
  3. Danışmanlar: DR. PATRİCİA SULLİVAN
  4. Tez Türü: Yüksek Lisans
  5. Konular: Eğitim ve Öğretim, Education and Training
  6. Anahtar Kelimeler: Belirtilmemiş.
  7. Yıl: 1998
  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: 78

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Özet (Çeviri)

ABSTRACT Title: An Investigation of Freshman Students' Preferences for Error Correction Techniques on Written Compositions at Middle East Technical University Author: Filiz Muluk Thesis Chairperson: Dr. Tej Shresta Bilkent University, MA TEFL Program Committee Members: Dr. Patricia Sullivan Dr. Bena Gül Peker Marsha Hurley Bilkent University, MA TEFL Program Advice based on research about error correction on written compositions varies. One perspective is that all errors should be corrected. Another is that errors, as part of the natural process of learning, should not be corrected. Research on appropriate error correction techniques is not clear as to whether teachers use error correction techniques that students would like to have. The major purpose of this research study was to investigate freshman students' preferences for error correction techniques. This research study also aimed at investigating types of error correction used, the reactions of freshman students towards teacher error correction, and students' response to error correction they receive. The subjects of this study were seventy-seven freshman students from eighteen different departments at Middle East Technical University. Sixty-two students completed questionnaires, and interviews were held with additional fifteen students that were not given questionnaires. Frequencies and percentages, means and standard deviations were calculated. The results indicate that the majority of the students prefer teachers to correct all of their errors by supplying the correct forms or indicating the location of theerrors. The students also give more importance to grammatical error correction than other types of error corrections. On the other hand, the results indicate that teachers generally correct student errors by giving clues about how to correct their errors so the students can correct them. The findings also showed that half of the students have problems in understanding teachers' comments. The students could not understand some words, symbols or the teachers' handwriting. However, the findings indicated that many of the students respond to corrected composition papers by reading through the paper carefully and asking the teacher for help. Although much of the research on writing indicates that using clues help students because it encourages them to correct errors themselves, teachers might consider taking the preferences of students into consideration while they are correcting student errors on composition papers.

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