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https://ptsldigital.ukm.my/jspui/handle/123456789/487842Full metadata record
| DC Field | Value | Language |
|---|---|---|
| dc.contributor.advisor | Nooreiny Maarof, Prof. Dr. | - |
| dc.contributor.author | Norasyikin Mahmud (P67887) | - |
| dc.date.accessioned | 2023-10-11T09:33:06Z | - |
| dc.date.available | 2023-10-11T09:33:06Z | - |
| dc.date.issued | 2016-10-11 | - |
| dc.identifier.other | ukmvital:96953 | - |
| dc.identifier.uri | https://ptsldigital.ukm.my/jspui/handle/123456789/487842 | - |
| dc.description | In the past few decades, there has been an increase in research studies on the effectiveness of providing written corrective feedback (WCF). There has yet to be a consensus on whether WCF is able to help students improve in their writing performance. This study examined Malaysian upper secondary school teachers' practice of providing WCF to ESL students. In addition, the study investigated the effect of teacher variables (such as teaching experience, education background, specialization, and motivation) on their WCF practices. Perceptions of students on their teachers' WCF were also examined. The study is an explanatory sequential mixed-methods design using open-ended and close-ended survey questionnaires, interviews, and content analysis of students' essays. The survey questionnaire was administered to the total population of English teachers (N=54) from all the high performance schools in a state in West Malaysia. A total of 8 teachers were selected based on a set of criteria for the interview sessions. Writings of students exposed to teacher WCF (n=48) were analysed for types of WCF. Data on 390 Form 4 students' perceptions of teachers' WCF were also collected. Teachers' WCF practices comprise the types of feedback, the elements of writing focused on, the stages in the writing process at which WCF are provided and the problems teachers face in giving feedback. Multiple Regression analysis on the relationship between teacher variables (teaching experience, education background, specialization, and motivation) and teacher choice of types of WCF revealed that only motivation has a relationship with types of WCF (β= -.31, t(21.71) = -2.35, p < .02. Teacher motivation explains a significant proportion of variance in the types of WCF scores, R2 = 0.096, F (1, 52) = 5.53, p < .05. The most salient finding from the data is teachers' limited awareness of the various WCF types that can be provided in response to students' writing. The results also indicate that teachers' WCF was strongly influenced by the Malaysian Examination Council or LPM (Lembaga Peperiksaan Malaysia) codes or marking symbols. The results of the study suggest that teachers need to be exposed to knowledge on the various types of WCF and feedback strategies to enable them to provide effective feedback to students in the writing classroom.,Certification of Master's/Doctoral Thesis" is not available | - |
| dc.language.iso | eng | - |
| dc.publisher | UKM, Bangi | - |
| dc.relation | Faculty of Education / Fakulti Pendidikan | - |
| dc.rights | UKM | - |
| dc.subject | Writing | - |
| dc.subject | English language | - |
| dc.subject | Corrective | - |
| dc.subject | Feedback | - |
| dc.subject | Universiti Kebangsaan Malaysia -- Dissertations | - |
| dc.title | The use of written corrective feedback (WCF) among teachers in the teaching of ESL writing | - |
| dc.type | Theses | - |
| dc.format.pages | 358 | - |
| dc.identifier.barcode | 002848(2017) | - |
| Appears in Collections: | Faculty of Education / Fakulti Pendidikan | |
Files in This Item:
| File | Description | Size | Format | |
|---|---|---|---|---|
| ukmvital_96953+SOURCE1+SOURCE1.0.PDF Restricted Access | 283.79 kB | Adobe PDF |  View/Open |
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