文章基本信息

标题：Identifying the Students’ Corrective Textual Actions towards Teachers Feedback
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作者：Hakan Ülper ; Hakan Ülper ; Gökhan Çetinkaya 等
期刊名称：Procedia - Social and Behavioral Sciences
印刷版ISSN：1877-0428
出版年度：2014
卷号：116
页码：227-230
DOI：10.1016/j.sbspro.2014.01.198
语种：English
出版社：Elsevier
摘要：The aim of present research, to analyze deal of requirements that middle and high school students” fulfillments towards the teachers’ feedback comparatively. Research was carried out two groups randomly determined one from middle and other from high school. These groups were asked to produce a short essay in text type. After these texts were collected and evaluated by researchers. Feedback was projected by making explanations on the paper. In the research carried out by Ülper (2012), It is indicated that teachers give feedback according to content formation, coherence, word usage, language use, mechanical properties, paper order, holistic quality and text type category. This framework was based on feedback upon students’ texts. In the middle stage, the texts were given back to the students and they were asked to rewrite the texts by making adjustments based on that feedbacks. In the last stage, all texts were collected and it was identified that the students’ overwrites relating to which feedback categories.According to the result of our study, it has been evidently revealed that students require assistance when correcting. Besides, the students performed a higher rate of acceptable corrections for topic requiring less cognitive effort such as paper layout, mechanic properties.
关键词：Writing process;feedback;feedback typ