The relationship between students' preference for written feedback and improvement in writing: Is the preferred one the best one?

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Tezin Türü: Yüksek Lisans

Tezin Yürütüldüğü Kurum: Orta Doğu Teknik Üniversitesi, Eğitim Fakültesi, Yabancı Diller Eğitimi Bölümü, Türkiye

Tezin Onay Tarihi: 2013

Öğrenci: BURÇİN KAĞITCI

Danışman: ÇİLER HATİPOĞLU

Özet:

This study aimed to investigate a) which type of written feedback (direct feedback or use of error codes) university prep-school EFL students with elementary level of proficiency prefer to receive on their written texts, b) whether or not the (mis)match between students’ preferences and received feedback affect their level of improvement in writing, and c) to what extent the students’ previous writing experience affect their preference for the type of written feedback. In order to determine the students’ preferences for a specific type of feedback and to find out their previous writing experiences, a questionnaire was designed. Moreover, the participants were given two subsequent writing tasks with the purpose of determining the level of improvement in their linguistic accuracy after receiving their (not) preferred type of feedback. The results show that the majority of the students in the preparatory class with Elementary level prefer to receive use of error codes in their written texts; however, giving them what they ask for may not contribute to their improvement as would be expected. Moreover, some conclusions are made as to the relationship between the students’ previous writing experience and their current practices. .