Corrective models as feedback
Completing successfully writing tasks in the English as a Foreign Language classroom is, currently, a very tough task. Using Models as Corrective Feedback has found a path for students to edit their own work to create higher-quality texts and improve their over-all language awareness. This research...
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| Tipo de recurso: | tesis de maestría |
| Fecha de publicación: | 2019 |
| País: | España |
| Institución: | Universitat Autònoma de Barcelona |
| Repositorio: | Dipòsit Digital de Documents de la UAB |
| Idioma: | inglés |
| OAI Identifier: | oai:ddd.uab.cat:211086 |
| Acceso en línea: | https://ddd.uab.cat/record/211086 |
| Access Level: | acceso abierto |
| Palabra clave: | Anglès -- Ensenyament correctiu Anglès -- Redacció i exercicis Anglès -- Educació secundària obligatòria Avaluació educativa -- Catalunya Educació -- Investigació -- Catalunya Cromotipografia Color -- Aspectes psicològics Sentit del color Material didàctic Escriptura -- Ensenyament correctiu Ensenyament correctiu Alumnes d'ensenyament secundari Educació secundària obligatòria Interacció educativa Aprenentatge -- Treball en equip Aprenentatge actiu Comunicació escrita Treball en equip |
| Sumario: | Completing successfully writing tasks in the English as a Foreign Language classroom is, currently, a very tough task. Using Models as Corrective Feedback has found a path for students to edit their own work to create higher-quality texts and improve their over-all language awareness. This research explores the design of the models, and how using enhanced typography with color-coding for relevant elements will lead to an improvement in the use of the models. After discussing about the models and their own texts with the class, the students (N=55) edited their texts to create a higher-quality version. Comparing the differences between groups through T test, the results show that more changes were made using the colour-coded models than using the non-enhanced ones. Although this difference was not significant, it is worth noticing 28.5% of the students using the enhanced models improved in their use of love-related words (p>0.335) as well as 57.1% did so in their use of connectors (p>0.278). With this, we can conclude that using enhanced typography helps students notice the gaps in their knowledge, and they improve the editing of their texts more than using non-enhanced texts. |
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