خلاصة:
This research chiefly focused on the application of mitigation strategies and traditional form of feedback in writing development of the fifth semester University students majoring in TEFL and English Translation fields based on Vygotsky’s sociocultural theory in general and the notion of “Zone of Proximal Development” in particular. To that end, this study relied on a pre-posttest experimental design which was mediated by different written types of feedback such as mitigation strategies vs. error correction to find out if any gains in writing development of participants could be achieved. It is to be noted that participants of this inquiry were 125 fifth semester university students who were chosen and assigned to four experimental and one control groups. The materials of this study consisted of a textbook called Writing Power by Nancy White (2002) that the teacher taught during the course of instruction; a standard writing test of IELTS (2007) as a pretest; another standard writing test of IELTS (2007) as a posttest. The results showed that although homogeneity among the groups was observed on the pretest, writing scores of those groups which received corrective feedback and paired comments outscored those of the other groups. On the other hand, the interrogative forms and personal attributions had the least increase from the pretest to the posttest. Hence, it is recommended that some teacher training courses regarding the appropriate use of these strategies be held in educational settings in a way that teachers can apply these techniques in the best possible ways in their writing classes.
ملخص الجهاز:
com Abstract This research chiefly focused on the application of mitigation strategies and traditional form of feedback in writing development of the fifth semester University students majoring in TEFL and English Translation fields based on Vygotsky’s sociocultural theory in general and the notion of “Zone of Proximal Development” in particular.
In spite of there being several studies done on different forms of written feedback such as error correction, peer feedback and so on by researchers and their strong ideas that these types of feedback are important and influential on student writing, no real conclusions can be made based on the interpretations of their findings on the effectiveness of them in improving students' writing.
Interpersonal Aspects of Written Feedback: Mitigation Strategies English second language writers are often insecure about their writing and can be heartened by positive comments or devastated by criticism.
The design of this experimental study was pre-posttest oriented which was mediated by different written types of feedback so as to find out if any gains in writing development of participants could be achieved concerning the application of mitigation strategies in comparison to traditional form of written feedback (Error Correction).
The results of both pretest and posttest were compared to see if the use of mitigation strategies had any statistically significant effects on subjects’ writing in comparison to the use of the traditional way of giving written feedback in control group or not.
The effect of different types of corrective feedback on ESL student writing.