比较研究:讲师反馈对英语学生作文的影响

Mashael Alnefaie
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引用次数: 0

摘要

本研究探讨了学生英语写作中的语法、机械和词汇错误。此外,它旨在调查整个学期的教师反馈对学生在两种类型的论文中错误的类型和频率的影响,包括一篇过程论文和一篇议论文。本研究以24名应用语言学系大一学生为研究对象。为了达到研究的目的,研究者使用了一种描述性的定性研究,处理文献分析。作者分析了10份文献,以了解教师反馈如何提高学生的目的语水平,并提高他们在学术写作中正确使用语法、机械和词汇规则的能力。因此,研究者使用了五个学生的过程论文的书面样本和五个他们的议论文的书面样本来比较和了解学生的学术写作进展。本研究发现,教师的反馈对学生的写作发展有积极的影响,并逐渐帮助他们克服所犯的错误。教师反馈前后学生的写作样本有显著差异。因此,英语学生的议论文写作在语言使用方面有了明显的进步,学生在过程论文中犯的错误数量也有所减少。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Comparison Study: The Impact of Lecturer’s Feedback on EFL Students’ Essays
This study explored students’ grammatical, mechanical, and lexical errors in EFL writing. Also, it aimed to investigate the effect of instructor feedback throughout the semester on students’ types and frequency of errors in two types of essays, including a process essay and an argumentative essay. This study was conducted on 24 EFL students studying in their first year of college in the applied linguistics department. To achieve the purpose of the study, the researcher used a descriptive qualitative study that dealt with document analysis. The author analyzed ten documents to understand how teacher feedback could develop students’ levels in the target language and increase their abilities to properly use the grammatical, mechanical, and lexical rules in academic writing. Thus, the researcher used five written samples of students’ process essays and five written samples of their argumentative essays to compare and find out about students’ academic writing progress. The findings of this study revealed that the instructor’s feedback positively impacted students’ writing development and gradually helped them overcome the committed errors. There were significant differences in students’ writing samples before and after the instructor’s feedback. Therefore, EFL students’ writing of the argumentative essays showed noticeable progress in students’ language use and a reduction in the number of errors that students committed in their process essays.
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