Akademik Veri Yönetim Sistemi
Tezin Türü: Yüksek Lisans
Tezin Yürütüldüğü Kurum: Orta Doğu Teknik Üniversitesi, Türkiye
Tezin Onay Tarihi: 2018
Tezin Dili: İngilizce
Öğrenci: Ayşe Altay
Danışman: GÖLGE SEFEROĞLU
Özet:This thesis aims is to compare the impact of teacher- and peer-feedback on writing performances of ELT learners in wiki environment. It also investigates whether wiki has any role in writing development of the students. 67 Turkish learners of English as a foreign language took part in this study. This study employed both quantitative and qualitative methods, namely mixed methods research design. A pre-test and a post-test consisting of five different writing topics which were prepared to test the paragraph types that were going to be studied during the experiment were used to understand the writing performances of the students. At the end of the term, an interview with a number of learners from each group was conducted to explore their experiences of paragraph writing and feedback processes in wiki. The quantitative data gathered through the pre- and post-test was analyzed through the use of SPSS 23.0. To understand the possible effects of feedback types on students’ writing development, an independent sample t-test was run on the data. Besides, to determine the progress of learners during the term, a paired-sample t-test was used. To analyze qualitative data, content analysis was preferred and possible themes were generated. Results showed that peer or teacher feedback does not favor learners in their writing performance. However, both groups have progressed in the post-test, which is and indicator of the positive impact of wiki on writing development. Qualitative data showed that participants have mostly positive attitudes towards the use of wiki in writing classes although it has some advantages as well as disadvantages. Besides, students have perceived feedback processes as helpful in developing writing skills and communication.