Investigating the effect of the teacher's written formative feedback on EFL learners' written production
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Date
2015
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university of Oum-El-Bouaghi
Abstract
The present research work intended to examine the cause and effect relationship between the teachers' written formative feedback and EFL learners' written production, a control group, pretest-posttest design was carried out. A sample of 39-second year english students at the department of english at L'arbi Ben M'Hidi university took part in this research. A total of 23 subjects were nominated to the experimental group while 16 participants were assigned to the control group. The former received formative feedback on the pieces of writing they produce whereas the latter had been exposed to summative commentaries. Subjects of both groups were pre and post tested in order to compare their writing performance before and after the treatment period. Descriptive statistical analysis depicted a noticeable improvement on the part of the experimental group subjects. On the other hand, the control group elucidated no improvement. Inferential statistics ratified this result attributing the experimental group development to the manipulation of the independent variable with 0.01 probability of chance.
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Enseignement langue (anglais) : EFL