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Research On The Efficacy Evaluation Of English Writing Feedback

Posted on:2012-09-08Degree:DoctorType:Dissertation
Country:ChinaCandidate:L JiFull Text:PDF
GTID:1115330368475807Subject:English Language and Literature
Abstract/Summary:PDF Full Text Request
Although there have been enormous researches on the EFL writing feedback, most of them are focused on limited aspects, such as the mechanics or the effect of various feedback modes. However, seen from the pedagogical practice, the final benefit of different feedback modes is determined by more aspects, which deserves a more comprehensive evaluation, including the consideration of the immediate and longitudinal effects, as well as the teaching cost. Therefore, how to determine the evaluative elements and finally make the most reasonable decision by quantifying and calculating their relations and weighs will be both theoretically and practically significant.Based on the pre-study and teaching efficiency theory, this dissertation has brought forward the concept of feedback efficacy, established the feedback efficacy evaluation mode by defining the main factors and their weighs, and testified the feasibility of the evaluation model by empirical study.The experiment was focused on four types of feedback: Non-feedback (O), Underline feedback (U), Underline + Symbols feedback (U+S) and Underline +Symbols + Peer feedback (U+S+P), and the postgraduate testees were observed separately according to their English levels. And five linguistic experts were invited to determine the efficacy factors and their weights, according to which a feedback efficacy evaluation model, including effect, time cost, preference and information accuracy, was established.The results show that: for higher level students, the feedback with the highest efficacy is U feedback; while for poorer level students, U+S+P, which may indicate that the poorer students need more feedback stimulations. On the aspect of EFL writing feedback and acquisition, the conclusion has verified the output hypothesis and writing process theory, and confirmed that the indirect feedback, which increases the notice of students on the output errors, can significantly facilitate the shift from inter-language to the target language. On the aspect of teaching instruction, this study has offered more specific and characterized feedback suggestions under different circumstances...
Keywords/Search Tags:EFL writing, feedback efficacy, systems evaluation
PDF Full Text Request
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