FEEDBACK DIVERSITY ON STUDENTS' WRITTEN ASSIGNMENTS: A LOCAL INVESTIGATION OF PERSIAN SPEAKERS

Q: How can I download an article?

To download an article from SID, first log in to the site, search for the article title, and click on the 'Download Article' option.

Q: How can I download an ISI article?

To download an ISI article on SID, enter the keyword or article title in the search bar, view the relevant results, click on the desired article, and select the 'Download Article' option.

Q: How can I access the SID database?

To access the SID database, visit SID.ir, create an account, and log in to access scientific resources.

Q: Is downloading articles from SID free?

Some articles on SID are available for free, while others require payment. Details are specified on the article's page.

NEMATI M.; DORI KAFRANI J.; VAHDANI SANAVI R.

مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic Resources

Journal Paper

Paper Information

Journal: INNOVATION IN MANAGEMENT EDUCATION (JOURNAL OF MODERN THOUGHTS IN EDUCATION) Year:2009 | Volume:4 | Issue:4 (16) Page(s): 165-182

Download Full-Text

View:

341

Download:

158

Cites:

Information Journal Paper

Title

FEEDBACK DIVERSITY ON STUDENTS' WRITTEN ASSIGNMENTS: A LOCAL INVESTIGATION OF PERSIAN SPEAKERS

Author(s)

NEMATI M. | DORI KAFRANI J. | VAHDANI SANAVI R. | Issue Writer Certificate

Keywords

FEEDBACK

DIRECTIVE FEEDBACK

PARTIAL FEEDBACK

GENERAL FEEDBACK

INTERMEDIATE

Abstract

The vitality of teacher response to students' writing is not only undeniable (Ferris, Pezone, Tade & Tini, 1997) but also as Coffin et al. (2003) believe, is a central pedagogic practice. Despite the existence of studies in the area of written teacher commentary (Bowen, Madsen, & Hilferty, 1985; Cohen, 1987; Doff, 1990; Fathman & Whalley, 1985; Ferris, 2002; Frodesen, 2001; Rieken, 1991; Zamel, 1985), there are still doubts about the most effective types of teacher FEEDBACK. The purpose of this study is to investigate the efficacy of three most prevalent error treatment techniques directive (explicit), partial (researchers’ terminology), and general FEEDBACK. To accomplish the expected goal, three groups of female students with INTERMEDIATE level of proficiency were selected and the written errors of each group were treated according to one of the FEEDBACK techniques during the course of study. The analysis of the students' scores revealed that students receiving the directive FEEDBACK, improved significantly in comparison with those in the other two groups.

Cites

No record.

References

No record.

Cite

APA: Copy

NEMATI, M., DORI KAFRANI, J., & VAHDANI SANAVI, R.. (2009). FEEDBACK DIVERSITY ON STUDENTS' WRITTEN ASSIGNMENTS: A LOCAL INVESTIGATION OF PERSIAN SPEAKERS. INNOVATION IN MANAGEMENT EDUCATION (JOURNAL OF MODERN THOUGHTS IN EDUCATION), 4(4 (16)), 165-182. SID. https://sid.ir/paper/559845/en

Vancouver: Copy

NEMATI M., DORI KAFRANI J., VAHDANI SANAVI R.. FEEDBACK DIVERSITY ON STUDENTS' WRITTEN ASSIGNMENTS: A LOCAL INVESTIGATION OF PERSIAN SPEAKERS. INNOVATION IN MANAGEMENT EDUCATION (JOURNAL OF MODERN THOUGHTS IN EDUCATION)[Internet]. 2009;4(4 (16)):165-182. Available from: https://sid.ir/paper/559845/en

IEEE: Copy

M. NEMATI, J. DORI KAFRANI, and R. VAHDANI SANAVI, “FEEDBACK DIVERSITY ON STUDENTS' WRITTEN ASSIGNMENTS: A LOCAL INVESTIGATION OF PERSIAN SPEAKERS,” INNOVATION IN MANAGEMENT EDUCATION (JOURNAL OF MODERN THOUGHTS IN EDUCATION), vol. 4, no. 4 (16), pp. 165–182, 2009, [Online]. Available: https://sid.ir/paper/559845/en

Related Journal Papers

No record.

Related Seminar Papers

No record.

Related Plans

No record.

Recommended Workshops