Literaturnachweis - Detailanzeige
Autor/inn/en | Tieu, L.T.C.; Baker, John R. |
---|---|
Titel | Using Model Essays in Conjunction with Noticing as a Feedback Instrument in IELTS Writing Preparation |
Quelle | In: Innovation in Language Learning and Teaching, 17 (2023) 2, S.380-392 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Tieu, L.T.C.) ORCID (Baker, John R.) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1750-1229 |
DOI | 10.1080/17501229.2022.2049799 |
Schlagwörter | Second Language Learning; Language Tests; English (Second Language); Essays; Feedback (Response); Comparative Analysis; Scoring Rubrics; Undergraduate Students; Writing Evaluation; Peer Evaluation; Foreign Countries; Writing Instruction; Second Language Instruction; Teaching Methods; Revision (Written Composition); Writing Improvement; Writing Strategies; Textbooks; Vietnam; International English Language Testing System Zweitsprachenerwerb; Language test; Sprachtest; English as second language; English; Second Language; Englisch als Zweitsprache; Essay; Aufsatzunterricht; Scoring formulas; Auswertungsbogen; Ausland; Schreibunterricht; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Korrektur; Schreibtechnik; Textbook; Text book; Schulbuch; Lehrbuch; Language tests; Englisch |
Abstract | This study investigated the effects of using IELTS model essays in conjunction with noticing as a feedback instrument on Vietnamese undergraduates' IELTS Task 2 writing performance. To investigate this, a quasi-experimental design was undertaken. The control group used the course textbook and received traditional writing feedback (i.e. direct, indirect, and peer feedback), which they drew on while composing their second drafts. Conversely, the experimental group utilized IELTS model essays in conjunction with noticing as a feedback instrument to compose their second drafts. To compare each group's writing gains, pretest and posttest writing samples were evaluated using the IELTS Task 2 rubric's overall and four subscale band scores. The data were analyzed using inferential statistics (paired-samples t-test, independent-samples t-test). The results indicated that the experimental group significantly outperformed the control group in all areas. As prior research specific to using IELTS model essays in conjunction with noticing as a feedback instrument with IELTS Writing Task 2 in the Vietnamese postsecondary context is noticeably absent, this paper is offered as a starting point for future investigations and discussions. The paper also discusses the topic and results' relevancy to the larger Asian context and poses suggestions for further study. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |