AAU-ETD AAU-ETD
 

Addis Ababa University Libraries Electronic Thesis and Dissertations: AAU-ETD! >
Institute of Language Studies >
Thesis - Teaching English as a Foreign Language >

Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/3971

Title: A comparison of the effectiveness of teacher versus peer feedback on Addis Ababa University students' writing revisions
Authors: Italo, Beriso
Advisors: Dr. Dejenie Leta,
Copyright: May-1999
Date Added: 24-Nov-2012
Abstract: The general objective of this research was to compare the effectiveness of different feedback methods on students' writing revisions. The specific objectives were to: (a) discover what feedback methods are in fact used in responding to students' writing at present (b) find out what students feel about the different feedback methods used in writing (c) compare the effectiveness of the teacher versus peer feedback on students' writing revisions, and (d) suggest the feedback method/s that could promote students' writing skills. To achieve these objectives, two questionnaires and four essays for students and questionnaires for writing teachers were used both in the pilot and the main studies. The results of the pilot and the main studies were analyzed and discussed in chapters five and six, respectively. The results of the questionnaires for students largely revealed that 'error identification', 'writing comments', 'conferencing' and 'reformulation' were the most common forms of feedback used in responding to students' writing. The students reported that their writing teachers mostly used 'error identification', 'writing comments' and 'conferencing' in descending order. The results of questionnaire for teachers also revealed that writing teachers usually used 'error identification', 'writing comments' and 'conferencing' in descending order. This practice, however, seems to be at variance with what students would like to have. The results of the questionnaires for students revealed that students would like to have 'writing comments', 'conferencing' and 'error identification' in descending order. On the other hand, the results of the essays revealed that there was no significant difference between the mean scores of the two groups (teacher versus peer) for the impromptu essay and XVll the first and final drafts of the other three essays they wrote during this research. However, the mean scores of the first and final drafts were found to be significantly different within the group for all the three essays. The essay results showed that irrespective of the feedback method (teacher versus peer) used in responding to students' writing, there was no significant difference between the writing performance of the two groups. The results may suggest that teacher and peer feedback are equally effective in responding to students' writing. Moreover, the fact that students' writing improved signifIcantly when they rewrote the originals suggests that rewriting improves students' writing significantly.
URI: http://hdl.handle.net/123456789/3971
Appears in:Thesis - Teaching English as a Foreign Language

Files in This Item:

File Description SizeFormat
Italo Beriso.pdf181.08 MBAdobe PDFView/Open

Items in the AAUL Digital Library are protected by copyright, with all rights reserved, unless otherwise indicated.

 

  Last updated: May 2010. Copyright © Addis Ababa University Libraries - Feedback