東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Written Corrective Feedback in ESL W...

Stordahl, Marian Karch,

FindBook

Google Book

Amazon

博客來

Written Corrective Feedback in ESL Writing Courses: A Single-Subject Research Study of Writing Accuracy /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Written Corrective Feedback in ESL Writing Courses: A Single-Subject Research Study of Writing Accuracy // Marian Karch Stordahl.
作者:	Stordahl, Marian Karch,
面頁冊數:	1 electronic resource (160 pages)
附註:	Source: Dissertations Abstracts International, Volume: 79-11, Section: A.
Contained By:	Dissertations Abstracts International79-11A.
標題:	Language arts. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10608591
ISBN:	9780355856606

Written Corrective Feedback in ESL Writing Courses: A Single-Subject Research Study of Writing Accuracy /
Stordahl, Marian Karch,

Written Corrective Feedback in ESL Writing Courses: A Single-Subject Research Study of Writing Accuracy /Marian Karch Stordahl. - 1 electronic resource (160 pages)

Source: Dissertations Abstracts International, Volume: 79-11, Section: A.

Field experience reveals that no one-shot, cookie-cutter approach to developing ESL academic writing skills can be applied in every classroom situation or for every learner. Student writers in ESL benefit from individualized feedback tailored to specific challenges learners confront when producing high-quality academic writing. Scholars agree that ESL writing development involves error correction, or written corrective feedback (WCF). In light of its widespread acceptance and use in ESL writing pedagogy, error correction must be examined for its optimum potential use: Feedback that is timely, meaningful, and personalized by interaction with a concerned other may operate to clarify classroom instruction. In this study, a single-subject multiple-baseline research design was chosen, owing to its status as a remedy for the confounding variables that threaten internal validity in larger group studies, and for its accommodation to a smaller number of participants. Results of my study on a functional relationship between consistent and predictable changes in ESL writing accuracy and treatment consisting of regular, face-to-face feedback interpersonal feedback are presented for discussion.

English

ISBN: 9780355856606Subjects--Topical Terms:

532624
Language arts.
Subjects--Index Terms:

ESL

Written Corrective Feedback in ESL Writing Courses: A Single-Subject Research Study of Writing Accuracy /
LDR:02815nmm a22004693i 4500 001 2391286
005 20250923061156.5
006 m o d
007 cr|nu||||||||
008 251029s2017 miu||||||m |||||||eng d
020 $a 9780355856606
035 $a (MiAaPQD)AAI10608591
035 $a (MiAaPQD)uwyo:12588
035 $a AAI10608591
035 $a 2391286
040 $a MiAaPQD $b eng $c MiAaPQD $e rda
100 1 $a Stordahl, Marian Karch, $e author. $3 3759017
245 1 0 $a Written Corrective Feedback in ESL Writing Courses: A Single-Subject Research Study of Writing Accuracy / $c Marian Karch Stordahl.
264 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2017
300 $a 1 electronic resource (160 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 79-11, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisors: Gillis, Victoria R. Committee members: Brock, Cynthia H.; Han, Keonghee T.; Shim, Jenna M.; Teman, Eric D.
502 $b Ph.D. $c University of Wyoming $d 2017.
520 $a Field experience reveals that no one-shot, cookie-cutter approach to developing ESL academic writing skills can be applied in every classroom situation or for every learner. Student writers in ESL benefit from individualized feedback tailored to specific challenges learners confront when producing high-quality academic writing. Scholars agree that ESL writing development involves error correction, or written corrective feedback (WCF). In light of its widespread acceptance and use in ESL writing pedagogy, error correction must be examined for its optimum potential use: Feedback that is timely, meaningful, and personalized by interaction with a concerned other may operate to clarify classroom instruction. In this study, a single-subject multiple-baseline research design was chosen, owing to its status as a remedy for the confounding variables that threaten internal validity in larger group studies, and for its accommodation to a smaller number of participants. Results of my study on a functional relationship between consistent and predictable changes in ESL writing accuracy and treatment consisting of regular, face-to-face feedback interpersonal feedback are presented for discussion.
546 $a English
590 $a School code: 0264
650 4 $a Language arts. $3 532624
650 4 $a Education. $3 516579
650 4 $a English as a second language. $3 516208
653 $a ESL
653 $a Error correction
653 $a Higher education
653 $a Single-subject research
653 $a Writing development
690 $a 0279
690 $a 0441
690 $a 0515
710 2 $a University of Wyoming. $b Curriculum & Instruction. $e degree granting institution. $3 3759018
720 1 $a Gillis, Victoria R. $e degree supervisor.
773 0 $t Dissertations Abstracts International $g 79-11A.
790 $a 0264
791 $a Ph.D.
792 $a 2017
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10608591