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Standardising written feedback on L2 student writing

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dc.contributor.advisor Van Rooy AJ, Prof en
dc.contributor.author Louw H en
dc.date.accessioned 2016-09-22T07:19:08Z
dc.date.available 2016-09-22T07:19:08Z
dc.date.created 2004 en
dc.date.submitted 2006 en
dc.identifier.uri http://hdl.handle.net/20.500.11892/13812
dc.description.abstract The primary aim of this study is to determine whether it is possible to standardize written feedback on L2 student writing for use in a computerised marking environment. It forms part of a bigger project aimed at enhancing the feedback process as a whole. <br><br> The study attempts to establish "best practice" concerning feedback on writing, by establishing from the literature what works and what should be avoided. In addition, an empirical study was launched to establish what lecturers focus on and what marking techniques they use. A set of randomly selected essays from the Tswana Learner English Corpus and the Afrikaans Learner English Corpus were sent to the English departments of different tertiary institutions across the country. The English lecturers at the relevant institutions marked the essays. The conclusion was that lecturers typically focus on surface structures, and use ineffective marking techniques. <br><br> The best practice (and data from the empirical study) was then used to create a set of standardised feedback comments (tag set) that can be used in a specially programmed software package in which students submit their texts electronically. Lecturers can then mark the student essays on the computer, hopefully speeding up the process, while at the same time giving feedback that is much more detailed. In later stages of the bigger project, students will get individualized exercises based on the feedback, and there are experiments currently being run to try and automate certain parts of the marking process in order to take some strain off the lecturers when marking. The immense archiving abilities of the computer will also be utilized in order to create opportunities for longitudinal studies. <br><br> The effectiveness of the feedback tag set was tested in comparison to the marking techniques used by the lecturers in the empirical study and a self-correcting exercise. The conclusion was that the feedback tag set is more effective than the other two techniques, but students seem to perform weak overall when it gets to the revision of cohesive devices and supporting arguments. It is argued that students are not used to revising these features, since lecturers seldom (if ever) comment on the structural elements of texts. However, the experiment proves that standardization of written feedback is possible to an extent. <br><br> The implications of the findings are discussed, and recommendations for further research are made. en
dc.language English en
dc.subject English language en
dc.subject Language usage en
dc.title Standardising written feedback on L2 student writing en
dc.type Masters degree en
dc.description.degree MA en

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