Responding in writing: the effects of written feedback on the writing skills of adult ESL learners

Maura Katherine Rhodes

    Research output: ThesisMaster's Thesis

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    Abstract

    This study examined the effects of three different types of teacher
    written feedback on the writing of adults for w h o m English is a
    Second Language (ESL). Thirty subjects were assigned to either a
    Responsive feedback group, Corrective feedback group or
    Responsive/Corrective combined feedback group. Each of the
    feedback groups comprised 10 participants. Each of the participants
    corresponded through letter writing with the researcher each
    week, for a period of eight weeks. The researcher responded in
    writing to each of the participants using the feedback appropriate
    to the group to which they were assigned. Data were obtained on
    the quantity of writing each participant produced, the frequency of
    spelling mistakes, the development of a theme within a letter and
    the quality of the written work produced. Results of an Analysis of
    Variance ( A N O V A ) revealed statistically significant differences in
    the quality of written work produced, as measured on a
    standardised test and by teacher ratings, with all three groups
    showing improvements. Scheffe follow up procedures, however,
    revealed no statistically significant differences between the groups.
    There were no statistically significant differences in the frequency
    of mispellings and in the quantity of work produced (i.e., the
    number of words written) by participants. It was found that
    participants w h o received some form of responsive feedback
    developed a theme to their correspondence earlier than others.
    Social validation of the correspondence program revealed that
    students who received replies to their letters expressed a higher
    level of satisfaction. Results of the present study provide support
    that the writing of adult ESL learners is enhanced by practice alone
    and that the use of such correspondence programs which
    involves teachers responding in writing to their ESL learners
    might be beneficial.
    Original languageEnglish
    QualificationMasters
    Awarding Institution
    • The University of Western Australia
    DOIs
    Publication statusUnpublished - 1991

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    Bibliographical note

    This thesis has been made available in the UWA Profiles and Research Repository as part of a UWA Library project to digitise and make available theses completed before 2003. If you are the author of this thesis and would like it removed from the UWA Profiles and Research Repository, please contact digitaltheses-lib@uwa.edu.au

    Cite this

    @phdthesis{c3fd181e70c14ab7a49837afd67ce764,
    title = "Responding in writing: the effects of written feedback on the writing skills of adult ESL learners",
    abstract = "This study examined the effects of three different types of teacherwritten feedback on the writing of adults for w h o m English is aSecond Language (ESL). Thirty subjects were assigned to either aResponsive feedback group, Corrective feedback group orResponsive/Corrective combined feedback group. Each of thefeedback groups comprised 10 participants. Each of the participantscorresponded through letter writing with the researcher eachweek, for a period of eight weeks. The researcher responded inwriting to each of the participants using the feedback appropriateto the group to which they were assigned. Data were obtained onthe quantity of writing each participant produced, the frequency ofspelling mistakes, the development of a theme within a letter andthe quality of the written work produced. Results of an Analysis ofVariance ( A N O V A ) revealed statistically significant differences inthe quality of written work produced, as measured on astandardised test and by teacher ratings, with all three groupsshowing improvements. Scheffe follow up procedures, however,revealed no statistically significant differences between the groups.There were no statistically significant differences in the frequencyof mispellings and in the quantity of work produced (i.e., thenumber of words written) by participants. It was found thatparticipants w h o received some form of responsive feedbackdeveloped a theme to their correspondence earlier than others.Social validation of the correspondence program revealed thatstudents who received replies to their letters expressed a higherlevel of satisfaction. Results of the present study provide supportthat the writing of adult ESL learners is enhanced by practice aloneand that the use of such correspondence programs whichinvolves teachers responding in writing to their ESL learnersmight be beneficial.",
    author = "Rhodes, {Maura Katherine}",
    note = "This thesis has been made available in the UWA Profiles and Research Repository as part of a UWA Library project to digitise and make available theses completed before 2003. If you are the author of this thesis and would like it removed from the UWA Profiles and Research Repository, please contact digitaltheses-lib@uwa.edu.au",
    year = "1991",
    doi = "10.26182/5c60f7b5341c5",
    language = "English",
    school = "The University of Western Australia",

    }

    Responding in writing: the effects of written feedback on the writing skills of adult ESL learners. / Rhodes, Maura Katherine.

    1991.

    Research output: ThesisMaster's Thesis

    TY - THES

    T1 - Responding in writing: the effects of written feedback on the writing skills of adult ESL learners

    AU - Rhodes, Maura Katherine

    N1 - This thesis has been made available in the UWA Profiles and Research Repository as part of a UWA Library project to digitise and make available theses completed before 2003. If you are the author of this thesis and would like it removed from the UWA Profiles and Research Repository, please contact digitaltheses-lib@uwa.edu.au

    PY - 1991

    Y1 - 1991

    N2 - This study examined the effects of three different types of teacherwritten feedback on the writing of adults for w h o m English is aSecond Language (ESL). Thirty subjects were assigned to either aResponsive feedback group, Corrective feedback group orResponsive/Corrective combined feedback group. Each of thefeedback groups comprised 10 participants. Each of the participantscorresponded through letter writing with the researcher eachweek, for a period of eight weeks. The researcher responded inwriting to each of the participants using the feedback appropriateto the group to which they were assigned. Data were obtained onthe quantity of writing each participant produced, the frequency ofspelling mistakes, the development of a theme within a letter andthe quality of the written work produced. Results of an Analysis ofVariance ( A N O V A ) revealed statistically significant differences inthe quality of written work produced, as measured on astandardised test and by teacher ratings, with all three groupsshowing improvements. Scheffe follow up procedures, however,revealed no statistically significant differences between the groups.There were no statistically significant differences in the frequencyof mispellings and in the quantity of work produced (i.e., thenumber of words written) by participants. It was found thatparticipants w h o received some form of responsive feedbackdeveloped a theme to their correspondence earlier than others.Social validation of the correspondence program revealed thatstudents who received replies to their letters expressed a higherlevel of satisfaction. Results of the present study provide supportthat the writing of adult ESL learners is enhanced by practice aloneand that the use of such correspondence programs whichinvolves teachers responding in writing to their ESL learnersmight be beneficial.

    AB - This study examined the effects of three different types of teacherwritten feedback on the writing of adults for w h o m English is aSecond Language (ESL). Thirty subjects were assigned to either aResponsive feedback group, Corrective feedback group orResponsive/Corrective combined feedback group. Each of thefeedback groups comprised 10 participants. Each of the participantscorresponded through letter writing with the researcher eachweek, for a period of eight weeks. The researcher responded inwriting to each of the participants using the feedback appropriateto the group to which they were assigned. Data were obtained onthe quantity of writing each participant produced, the frequency ofspelling mistakes, the development of a theme within a letter andthe quality of the written work produced. Results of an Analysis ofVariance ( A N O V A ) revealed statistically significant differences inthe quality of written work produced, as measured on astandardised test and by teacher ratings, with all three groupsshowing improvements. Scheffe follow up procedures, however,revealed no statistically significant differences between the groups.There were no statistically significant differences in the frequencyof mispellings and in the quantity of work produced (i.e., thenumber of words written) by participants. It was found thatparticipants w h o received some form of responsive feedbackdeveloped a theme to their correspondence earlier than others.Social validation of the correspondence program revealed thatstudents who received replies to their letters expressed a higherlevel of satisfaction. Results of the present study provide supportthat the writing of adult ESL learners is enhanced by practice aloneand that the use of such correspondence programs whichinvolves teachers responding in writing to their ESL learnersmight be beneficial.

    U2 - 10.26182/5c60f7b5341c5

    DO - 10.26182/5c60f7b5341c5

    M3 - Master's Thesis

    ER -