The impact of formal feedback on the development of writing skills at o-level in the selected private schools in lahore
Loading...
Date
2016
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
University of Management and Technology Lahore
Abstract
This study explores the impact of teachers’ written feedback on students’ English composition writing in the selected private high schools in Lahore and also examines students’ attitude towards teacher feedback. A mixed method approach was used to gather both qualitative and quantitative data through the use of survey questionnaires for both students and teachers and composition essays. The study took place during the regular school year in three O-Level classrooms. Research participants (n=75) were selected using random sampling. Small scale pilot study and Cronbach’s Alpha test was conducted to ensure that the research would proceed as predicted and to test the validity and reliability of the data.
Closed ended questionnaires were triangulated by analyzing real classroom composition essays. Quantitative data were collected and analyzed using Statistical Package for the Social Sciences (SPSS) and is presented using descriptive statistics with frequency and percentage of responses. The ESL composition profile constructed by Jacobs et al (1981) was used in the current research to examine the quality of learners’ first draft and second draft based on the scores on accuracy, content, expression, vocabulary and mechanic features of essay writing. The scores of learners’ essay quality were measured before the feedback (first draft) and after the feedback (second draft). Two unbiased raters were requested to read and grade students’ first draft and second draft using ESL composition profile to examine the quality of essays based on their scores. A paired sample T-test was run to understand whether there was a significant difference between the first draft and the second draft.
Results of the paired sample T-Test showed that the scores given by the raters increased significantly in the second draft as compared to the first draft.Teachers’ comments had a constructive impact on the writing quality of the learners and a positive improvement was noticed in their performance in their post-test stage as compared to their pre-test stage.This study revealed that students get assistance even from marginal feedback. Therefore, in the light of this study it is recommended that educational institutions should work on regulating feedback practices in Pakistan and integrating multiple draft strategies in order to maximize learning.
Key words: Teacher Feedback, O-Level, Multiple drafts, ESL Composition writing, academic achievement
Description
Supervised by:Dr. Nadia Anwar
Keywords
Teacher Feedback, ESL Composition writing