|Author:||Kwok, Pui-pui Alison|
|Title:||A case study of the effects of written feedback from the teacher as a reader on students' perception on their own writings|
|Subject:||English language -- Rhetoric -- Study and teaching -- China -- Hong Kong -- Evaluation|
Hong Kong Polytechnic University -- Dissertations
|Department:||Department of English|
|Pages:||viii, 235 leaves ; 30 cm|
|Abstract:||The present study aims to investigate students' interpretation of teacher's written comments and reactions to such feedback in their rewritings. This study also compares the teacher's interpretation of writings with students' intentions in writings. The researcher taught a fifth-form ESL writing class for two writings by using written feedback in three orientations as the research methodology. The three orientations are restructured from Sperling's (1994) five orientations in giving teacher's feedback in a reader perspective in order to help students make their meaning out of the texts. They are Interpretative Orientation, Social Orientation, and Evaluative Orientation. Students responded to the teacher's written comments in their rewritings. The research data is analyzed in terms of teacher's comments in the three orientations and effects of students' interpretation of the comments. In addition, the content and grammar scores given by two practising English teachers on the students' writings are a measurement of improvement in students' writing proficiency. The research results show that teacher's written feedback had a positive effect on students' rewriting on both content and grammar, although the results are limited because of the use of different types of writings.|
|Rights:||All rights reserved|
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