A Descriptive study of Bilkent University first year students response to written teacher feedback
Bilkent Üniversitesi birinci sınıf öğrencilerinin yazılı öğretmen yorum ve düzeltmelerine karşı olan tutumu
- Tez No: 64975
- Danışmanlar: DR. TEJ SHRESTA
- Tez Türü: Yüksek Lisans
- Konular: Eğitim ve Öğretim, Education and Training
- Anahtar Kelimeler: Belirtilmemiş.
- Yıl: 1998
- Dil: İngilizce
- Üniversite: İhsan Doğramacı Bilkent Üniversitesi
- Enstitü: Sosyal Bilimler Enstitüsü
- Ana Bilim Dalı: Belirtilmemiş.
- Bilim Dalı: Belirtilmemiş.
- Sayfa Sayısı: 82
Özet
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Özet (Çeviri)
ABSTRACT Tittle: Â descriptive study of Bilkent University first year students* response to written teacher feedback Author: Pelin Altan Thesis Chairperson: Dr. Patricia Sullivan Bilkent University, MA TEFL Program Thesis Committee members: Dr. Tej Shresta, Dr. Bena Gül Peker, Marsha Hurley Bilkent University, MA TEFL Program This research study investigated what Biikent University Freshman English Unit provides as written teacher feedback; and what Bilkent University first year students do with and think of the written teacher feedback they receive. One hundred and sixty Bilkent first year students participated in the study. Data were collected through a student questionnaire and interviews. Closed items in the questionnaire and interviews were analyzed through frequencies and percentages. For the analysis of open ended questionnaire and interview items, descriptive categories were developed. The study focused on three questions. The first research question investigated what Bilkent Freshman English Unit provides as written teacher feedback. The results suggest that the written teacher feedback Bilkent Freshman English Unit provides is presented in all forms, although it is mostly in the forms of single words, phrases and complete sentences rather than in the form of symbols. The students receive most comments and corrections on content and followed (in this order) by organization, vocabulary, grammar and mechanics. However, teacher comments and corrections on organization seem to be more appreciated by the students, except Engineering students who appreciate surface level comments more than any other type of comments and corrections. The students also report that they receive positivecomments on their content and organization, and they report that this is very motivating. The second research question focused on what Bilkent university first year students do with the written teacher feedback they receive. Most of the students report they reread all of their papers, however, they do not think about all of the comments and corrections they receive, but most of their teachers' comments and corrections. Most of the students report that they usually look over corrections, keep the points their teachers make in mind, check dictionary and try to make corrections themselves. They rarefy misunderstand their teacher feedback on content and organization especially when they are too general. Some other students also note specific problems with reading their teachers' handwriting, with understanding their teacher's word choice, and with figuring out what specific symbols mean. In such a case, they report they mostly ask their teacher tor help. They rarefy disagree with the comments and corrections on content and organization. In such a case, they report that they usually discuss the issue with the teacher in class and/or break time. Most of them note that they do not make appointment with their teachers for further discussion and explanation. The third research question investigated what Biİkent University first year students think of the written teacher feedback they receive. Almost all students feel that their teachers' feedback indeed helps them improve their writing skills because by their teachers' comments and corrections they become aware of their mistakes and know what to improve or avoid in the future. The students seem to respect their teachers' opinions and appreciate their efforts and attention.The study also suggests a few important pedagogical implications about the procedures - tutorials, revision and feedback - which the Unit employs, and about the traning of Bilkent Freshman English Unit instructors for the subject matters which their students study and write about.
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