Literaturnachweis - Detailanzeige
| Autor/in | Nash, J. Gail |
|---|---|
| Titel | Final Draft Feedback in First-Year Composition: A Case Study of Non-Native English Speaking Students in North America |
| Quelle | (2012), (369 Seiten)
PDF als Volltext Ph.D. Dissertation, Oklahoma State University |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 978-1-2674-2644-4 |
| Schlagwörter | Hochschulschrift; Dissertation; Feedback (Response); Writing (Composition); Native Speakers; Non English Speaking; Freshman Composition; Semester System; Student Attitudes; Evaluation Methods; Student Evaluation; Case Studies; Student Surveys; Foreign Countries; North America |
| Abstract | Scope and Methods: This dissertation examines final draft feedback in a semester long first-year composition class consisting of both native and non-native speakers of English (NES & NNES) attending university. In addition to examining the teacher's commentary on final drafts and the students' responses to it, this study investigated effects of varying feedback strategies to include oral and written forms of feedback. The research was carried out by the instructor who employed both quantitative (class survey) and qualitative (case study) methodologies. Findings and Conclusions: The results indicate that both NES and NNES students value teacher commentary on their final drafts and believe that more specific commentary would be useful to their growth as academic writers. The more detailed results from the case study participants revealed the complex nature of providing and responding to feedback on final drafts. Even so, the case study participants consistently offered evidence that they paid attention to the teacher's responses to their final drafts regardless of whether the response came in oral or written form although oral feedback allowed for more targeted and elaborated feedback. This study offers evidence that students attended to those features of final draft feedback that had the greatest effect on their final grades. In this case, it was not the final grade alone that facilitated students' attention to the feedback and the focus on future writings. It was the specific point values of the feedback features that alerted students to weaknesses in their writing. Students then attempted to address those weaknesses in subsequent assignments in the class. This study has pedagogical and research implications. It suggests that more research needs to examine the effect of grades on future writing. It also suggests that if teachers want their feedback on final drafts to have an effect on future drafts they should consider making their grade calculations specific. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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