A teacher’s written corrective feedback : beliefs and practices / Nilaasini a/p Rajagopal
In the English language classroom, writing is a necessary skill for the English as a second language (ESL) learners but it appears to be a very difficult skill to master. However, the writing skills could be mastered if teachers give good written corrective feedback to the students. This study inve...
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2015
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| author | Rajagopal, Nilaasini |
| author_facet | Rajagopal, Nilaasini |
| author_sort | Rajagopal, Nilaasini |
| building | UM Library |
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| content_provider | Universiti Malaya |
| content_source | UM Student Repository |
| continent | Asia |
| country | Malaysia |
| description | In the English language classroom, writing is a necessary skill for the English as a second language (ESL) learners but it appears to be a very difficult skill to master.
However, the writing skills could be mastered if teachers give good written corrective feedback to the students. This study investigated a teacher’s written corrective feedback
in responding to students’ English written compositions in a private school in Subang Jaya, Selangor. It examines a teacher’s beliefs and practices towards written corrective
feedback. The theoretical framework that underlined this study is the ‘noticing hypothesis’ where teacher’s feedback is intended to trigger noticing and it is important in language learning. A teacher participated in this study and 58 Year Four students contributed in this study through their written compositions. This study is primarily a
qualitative research involving frequency counts of the types of written corrective feedback used by the teacher in the students’ compositions and qualitative analysis
which is based on the questionnaire on the teacher’s beliefs and practices in giving written corrective feedback. The study found that the teacher used direct, metalinguistic and unfocused written corrective feedback in her student’s compositions. Based on the teacher’s questionnaire and students’ compositions, it was found that most of the teacher’s beliefs and practices aligned. The mismatches on the teacher’s beliefs and her practices in giving written corrective feedback were marginal. The implications of the findings suggested the teacher to take note of her written corrective feedback because it is crucial to be noted by language teachers in order to give good written corrective feedback in students’ compositions. Thus, effective written corrective feedback from the
language teachers would help the students’ to master the writing skill. |
| format | Thesis |
| id | my.um.stud-6021 |
| institution | Universiti Malaya |
| publishDate | 2015 |
| record_format | eprints |
| spelling | my.um.stud-60212015-11-20T07:44:27Z A teacher’s written corrective feedback : beliefs and practices / Nilaasini a/p Rajagopal Rajagopal, Nilaasini PE English In the English language classroom, writing is a necessary skill for the English as a second language (ESL) learners but it appears to be a very difficult skill to master. However, the writing skills could be mastered if teachers give good written corrective feedback to the students. This study investigated a teacher’s written corrective feedback in responding to students’ English written compositions in a private school in Subang Jaya, Selangor. It examines a teacher’s beliefs and practices towards written corrective feedback. The theoretical framework that underlined this study is the ‘noticing hypothesis’ where teacher’s feedback is intended to trigger noticing and it is important in language learning. A teacher participated in this study and 58 Year Four students contributed in this study through their written compositions. This study is primarily a qualitative research involving frequency counts of the types of written corrective feedback used by the teacher in the students’ compositions and qualitative analysis which is based on the questionnaire on the teacher’s beliefs and practices in giving written corrective feedback. The study found that the teacher used direct, metalinguistic and unfocused written corrective feedback in her student’s compositions. Based on the teacher’s questionnaire and students’ compositions, it was found that most of the teacher’s beliefs and practices aligned. The mismatches on the teacher’s beliefs and her practices in giving written corrective feedback were marginal. The implications of the findings suggested the teacher to take note of her written corrective feedback because it is crucial to be noted by language teachers in order to give good written corrective feedback in students’ compositions. Thus, effective written corrective feedback from the language teachers would help the students’ to master the writing skill. 2015 Thesis NonPeerReviewed application/pdf http://studentsrepo.um.edu.my/6021/1/TGB100054_MESL_UM.pdf Rajagopal, Nilaasini (2015) A teacher’s written corrective feedback : beliefs and practices / Nilaasini a/p Rajagopal. Masters thesis, University of Malaya. http://studentsrepo.um.edu.my/6021/ |
| spellingShingle | PE English Rajagopal, Nilaasini A teacher’s written corrective feedback : beliefs and practices / Nilaasini a/p Rajagopal |
| title | A teacher’s written corrective feedback : beliefs and practices / Nilaasini a/p Rajagopal |
| title_full | A teacher’s written corrective feedback : beliefs and practices / Nilaasini a/p Rajagopal |
| title_fullStr | A teacher’s written corrective feedback : beliefs and practices / Nilaasini a/p Rajagopal |
| title_full_unstemmed | A teacher’s written corrective feedback : beliefs and practices / Nilaasini a/p Rajagopal |
| title_short | A teacher’s written corrective feedback : beliefs and practices / Nilaasini a/p Rajagopal |
| title_sort | teacher’s written corrective feedback : beliefs and practices / nilaasini a/p rajagopal |
| topic | PE English |
| url | http://studentsrepo.um.edu.my/6021/1/TGB100054_MESL_UM.pdf http://studentsrepo.um.edu.my/6021/ |
| url_provider | http://studentsrepo.um.edu.my/ |