Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
5125933 | Procedia - Social and Behavioral Sciences | 2016 | 9 Pages |
Abstract
The interchange of feedback between the teacher and the student in the process of developing writing skill has attracted attention of researchers and teachers alike. Considering the body of research on written corrective feedback strategies, very few research studies focused on teacherâ¿¿student conferences. This study, which is a replication of Erlam et al. (2013) aims to fill this gap. The results of the study showed that students in the Graduate Group self-corrected their errors more than those in the Explicit Group. The study also revealed that explicit feedback takes less time and energy on the part of the teacher than the graduated feedback.
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Social Sciences and Humanities
Arts and Humanities
Arts and Humanities (General)
Authors
Sevcan Bayraktar ÿepni,