The Impact of Three Types of Written Feedback on the Motivation and Writing Skill of English Major Students at Hebron University
Authors:
Article info
2013-03-12
2013-09-05
2013-09-05
1275 - 1297
Keywords
Abstract
The present study aimed to investigate the impact of three types of written feedback (meaning-focused feedback, positive feedback, and form-focused feedback) on the motivation and writing skill of English major students at Hebron University. Sixty students divided into three groups and given different type of feedback participated in this study. The study utilized two questionnaires: pre-treatment and post-treatment to check whether there were any statistically significant differences among these groups towards the three different types of feedback and the writing skill. The study also used two tests: pre-test and post-test to explore if there were any significant differences in the groups writing performance before and after the type of the feedback. In addition, the study used classroom observation as an instrument to record students’ immediate reaction to the type of feedback utilized. The results revealed that there were statistically significant differences in the post treatment questionnaire and the post test in favor of the meaning-focused feedback group. The researchers recommended using the meaning-focused feedback in writing classesas it is more motivating and beneficial.
Zahida, R., Farrah, M., & Zaru, N. (2013). The Impact of Three Types of Written Feedback on the Motivation and Writing Skill of English Major Students at Hebron University. An-Najah University Journal for Research - B (Humanities), 28(5), 1275–1297. https://doi.org/10.35552/0247-028-005-009
[1]R. Zahida, M. Farrah, and N. Zaru, “The Impact of Three Types of Written Feedback on the Motivation and Writing Skill of English Major Students at Hebron University,” An-Najah University Journal for Research - B (Humanities), vol. 28, no. 5, pp. 1275–1297, Sep. 2013, doi: 10.35552/0247-028-005-009.
Zahida, Riyad, et al. “The Impact of Three Types of Written Feedback on the Motivation and Writing Skill of English Major Students at Hebron University.” An-Najah University Journal for Research - B (Humanities), vol. 28, no. 5, Sept. 2013, pp. 1275–97. Crossref, https://doi.org/10.35552/0247-028-005-009.
1.Zahida R, Farrah M, Zaru N. The Impact of Three Types of Written Feedback on the Motivation and Writing Skill of English Major Students at Hebron University. An-Najah University Journal for Research - B (Humanities) [Internet]. 2013 Sep;28(5):1275–97. Available from: http://dx.doi.org/10.35552/0247-028-005-009
Zahida, Riyad, Mohammed Farrah, and Naji Zaru. “The Impact of Three Types of Written Feedback on the Motivation and Writing Skill of English Major Students at Hebron University.” An-Najah University Journal for Research - B (Humanities) 28, no. 5 (September 2013): 1275–97. https://doi.org/10.35552/0247-028-005-009.
تأثير ثلاثة أنواع من التغذية الكتابية الراجعة على دافعية الكتابة ومهارتها لدى طلبة قسم اللغة الانجليزية في جامعة الخليل
المؤلفون:
معلومات المقال
2013-03-12
2013-09-05
2013-09-05
1275 - 1297
الكلمات الإفتتاحية
الملخص
هدفت هذه الدراسة إلى معرفة مدى تأثير ثلاثة أنواع من التغذية الكتابية الراجعة على دافعية الكتابة ومهارتها لدى طلبة قسم اللغة الانجليزية في جامعة الخليل والأنواع الثلاثة هي: التغذية الراجعة التي تركز على المعنى، التغذية الراجعة التي تركز على التعزيز الإيجابي (الثناء)، والتغذية الراجعة التي تُركز على التركيب اللغوي. شارك في هذه الدراسة ستون طالبًا وطالبة حيث تَمَّ تقسيمهم إلى ثلاثة مجموعات بحيث تَمَّ إعطاء كل مجموعة نوعًا مختلفًا من أنواع التغذية الكتابية الراجعة. استخدم الباحثون استبيانين قبل التغذية وبعدها وامتحانين قبلي وبعدي؛ وذلك بهدف معرفة إنْ كان هناك فروق ذات دلالة إحصائية في اتجاهات الطلبة وأدائهم. إضافة لذلك استخدم الباحثون أداة المشاهدة الصفية لمعاينة ردود فعل الطلبة المباشرة للأنواع المختلفة من التّغذية الراجعة. أظهرت النتائج وجود فروق ذات دلالة إحصائية لصالح مجموعة التغذية الكتابية الراجعة التي تركز على المعنى في كلّ من الاستبيان والامتحان. وبناءً على ذلك يُوصي الباحثون على استخدام هذا النوع من التغذية في مساقات الكتابة، لكونها أكثر فائدة وتحفيزًا.
Zahida, R., Farrah, M., & Zaru, N. (2013). The Impact of Three Types of Written Feedback on the Motivation and Writing Skill of English Major Students at Hebron University. An-Najah University Journal for Research - B (Humanities), 28(5), 1275–1297. https://doi.org/10.35552/0247-028-005-009
[1]R. Zahida, M. Farrah, and N. Zaru, “The Impact of Three Types of Written Feedback on the Motivation and Writing Skill of English Major Students at Hebron University,” An-Najah University Journal for Research - B (Humanities), vol. 28, no. 5, pp. 1275–1297, Sep. 2013, doi: 10.35552/0247-028-005-009.
Zahida, Riyad, et al. “The Impact of Three Types of Written Feedback on the Motivation and Writing Skill of English Major Students at Hebron University.” An-Najah University Journal for Research - B (Humanities), vol. 28, no. 5, Sept. 2013, pp. 1275–97. Crossref, https://doi.org/10.35552/0247-028-005-009.
1.Zahida R, Farrah M, Zaru N. The Impact of Three Types of Written Feedback on the Motivation and Writing Skill of English Major Students at Hebron University. An-Najah University Journal for Research - B (Humanities) [Internet]. 2013 Sep;28(5):1275–97. Available from: http://dx.doi.org/10.35552/0247-028-005-009
Zahida, Riyad, Mohammed Farrah, and Naji Zaru. “The Impact of Three Types of Written Feedback on the Motivation and Writing Skill of English Major Students at Hebron University.” An-Najah University Journal for Research - B (Humanities) 28, no. 5 (September 2013): 1275–97. https://doi.org/10.35552/0247-028-005-009.
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