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Feedback. (c2010)

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dc.contributor.author Majari, Basma
dc.date.accessioned 2011-01-17T10:05:50Z
dc.date.available 2011-01-17T10:05:50Z
dc.date.copyright 2010 en_US
dc.date.issued 2011-01-17
dc.date.submitted 2010-08
dc.identifier.uri http://hdl.handle.net/10725/238
dc.description Includes bibliographical references (leaves 73-83). en_US
dc.description.abstract Feedback plays a central role in writing development. The immense studies conducted on the effectiveness of teacher feedback and peer feedback have resulted in inconsistent findings. While some found that teacher and peer feedback were futile and induced little revision, others found that they did enhance students’ writing skills. This research project reported on the study of the effect of teacher and peer feedback in writing among 10th grade secondary L2 students in one private school in Lebanon. Moreover, it examined students’ perception toward teacher and peer feedback. Both quantitative and qualitative data were obtained and triangulated. A content analysis of three writing essays was applied. A pre-post questionnaire was addressed to L2 students to analyze their perceptions toward teacher and peer feedback. The interviews with the L2 learners identified the role of peer and teacher feedback. A classroom observation revealed the features of peer interaction. Findings showed that teacher feedback was preferred to peer feedback. No statistically significant data was obtained concerning the impact of teacher and peer feedback on the writing quality. The implications of the findings of this study for the writing teacher were also discussed. en_US
dc.language.iso en en_US
dc.subject Feedback (Psychology) en_US
dc.subject Creative writing (Secondary education) en_US
dc.subject Teacher-student relationships -- Lebanon en_US
dc.subject Teacher feedback en_US
dc.subject Peer feedback en_US
dc.subject Process writing en_US
dc.subject Revision en_US
dc.subject Secondary students en_US
dc.title Feedback. (c2010) en_US
dc.type Thesis en_US
dc.title.subtitle all that effort, but what is the effect? : teacher and peer feedback en_US
dc.term.submitted Summer II en_US
dc.author.school Arts and Sciences en_US
dc.author.idnumber 200600254 en_US
dc.author.commembers Dr. Layla Harmoush en_US
dc.author.woa OA en_US
dc.author.department MA in Education en_US
dc.description.physdesc 1 bound copy: 102 leaves; 31 cm. available at RNL. en_US
dc.author.division Education en_US
dc.author.advisor Dr. Rima Bahous en_US
dc.identifier.doi https://doi.org/10.26756/th.2010.22


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