The Effect of the Quantity of Writing Exams on De0veloping ESL/EL Writing Skills / İkinci Dilde Yazma Becerisinin Değerlendirilmesi Üzerine Nicel Bir Yaklaşım

Abstract: Feedback in ESL/EFL writing has been inconclusive. In literature, several studies

Feedback in ESL/EFL writing has been inconclusive. In literature, several studies are available about the degree of the effect of the varying feedbacks (explicit vs. implicit; coded vs. uncoded, etc.) on the learners’ motivation and success. The effect of optimum number of writing exams on the success of L2 learners may be important as much as the effectiveness of feedback types on learners’ errors in their compositions. The aim of this study is to investigate the impact of number of writing exams on the linguistic errors in EFL/ESL student compositions. In this study there are two groups (e.g. experimental and control groups) consisting of 20 intermediate level students, each studying in the Department of Tourism Guidance at a state university in Turkey. Control group participants took three administrative examinations, which are two midterm exams and one final exam and experimental group participants took three more exams. No feedback was provided for students compositions. The results showed that group students who took more three exams (e.g. experimental group) slightly outperformed those of control group.

___

Ashwell, T. (2000). “Patterns of teacher response to student writing in a multiple-draft composition classroom: Is content feedback followed by form feedback the best method?”. Journal of Second Language Writing, 9(3), 227-258.

Chandler, J. (2003). “The efficacy of various kinds of error feedback for improvement in the accuracy and fluency of L2student writing”. Journal of Second Language Writing, 12(3), 267-296.

Delgado, R. (2007). Effects of Different Error Feedback: Approaches in Students’ Ability to Self-edit Their Writing. Divergencias. Revista de Estudios Lingüisticos y Literarios, 5 (2), 7.

Efe, H. (2008). “Punctuation Mistakes Committed by Lycée Graduate Turkish Students”. Atatürk Üniversitesi Edebiyat Fakültesi Sosyal Bilimler Dergisi, Cilt : 8, Sayı: 41, Erzurum

Ellis, R. (2001). “Investigation form-focused instruction”. In E.Rod (Ed.), FormaFocused Instruction in Second Language Learning, (pp. 1-46). Malden, MA: Blackwell Publishers.

Ferris, D. R. (1997). The influence of commentary on student revision. TESOL Quarterly, 31(2), 315-339.

Ferris D. R. (1999). “The case for grammar correction in L2 writing classes: A response to Truscott (1996)”. Journal of Second Language Writing, 8 (1), 1-11.

Ferris, D.R, Chaney, S.J., Komura, K., Roberst, B.J., & McKee, S. (2000). Perspectives, Problems, and Practices in Treating Written Error. Colloquium Presented at Intenational TESOL Convention, March 14-18, Vancouver, B.C.

Ferris, D. & Hedgcock, J.S. (1998). Teaching ESL Composition: Purpose, Process, and Practice. Mahwah, NJ: Lawrence Erlbaum Associates.

Ferris, D. R. & Roberts, B. (2001). Error feedback in L2 writing classes: Howexplicit does it need to be? Journal of Second Language Writing, 10(3),161-184 Ferris, D. R. (2002). Treatment of Error in Second Language Student Writing, USA: University of Michigan Press.

Ferris, D. R. (2003). Response to Student Writing: Implications for Second Language Students. Mahwah, NJ: Lawrence Erlbaum.

Fratzen, D. (1995). “The effect of grammar supplementation on written accuracy in an intermediate Spanish content course”. Modern Language Journal, 79(3), 329-3

Hedgcock, J. & Lefkowitz, N. (1994). “Feedback on feedback: Assessing learner receptivity to teacher response in L2 composing”. Journal of second language writing, 3, 141-163.

Kepner, C. G. (1991). “An Experiment in the relationship of types of written feedback to the development of second-language writing skills”. The Modern Language Journal,75(3), 305-313.

James, C. (1980). Contrastive Analysis. London: Longman.

Lado, R. (1957). Linguistics across cultures: Applied linguistics for language teachers. University of Michigan Press: Ann Arbor.

Lane, J., & Lange, E. (1999). Writing Clearly: An Editing Guide, 2 nd Edition. Boston: Heinle and Heinle.

Liu, Y. (2008). The effects of error feedback in second language writing. Arizona Working Papers in SLA & Teaching, 15, 65-79.

Madsen, H. S. (1983). Techniques in Testing. New York: Oxford University Press.

Raimes, A. (1992). Grammar Troublespots. New York: St. Martin’s Press

Truscott, J. (1996). “The case against grammar correction in L2 writing classes”. Language Learning, 46(2), 327-369.

Truscott, J. (1999). “The Case for the case against grammar correction in L2 writing Classes”. A Response to Ferris. Journal of Second Language Writing, 8 (2), 111-122.

Truscott, J. (2004) Evidence and conjecture on the effects of correction: A response to Chandler. Journal of Second Language Writing, 13, 337 – 343.

Truscott, J. (2007). “The effect of error correction on learners’ ability to write accurately”. Journal of Second Language Writing 16(4), 255-272.

Truscott, J. (2009). “Arguments and appearances: A response to Chandler”. Journal of Second Language Writing 19(1), 59-60.

Van Beuningen, C.G., De Jong, N.H., & Kuiken, F. (2008a). “The effect of direct and indirect corrective feedback on L2 learners’ written accuracy”. ITL International Journal of Applied Linguistics 156 , 279-296

White, E. M. (1985). Teaching and assessing writing: Recent advances in understanding, evaluating, and improving student performance. San Francisco: JoseyBass.

Atatürk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi-Cover
  • ISSN: 1304-4990
  • Yayın Aralığı: Yılda 4 Sayı
  • Yayıncı: Atatürk Üniversitesi Sosyal Bilimler Enstitüsü Müdürlüğü
Sayıdaki Diğer Makaleler

The effect of the quantity of writing exams on developing esl/el writing skills

Assiye BURGUCU, Ali Osman ENGİN, Turgay HAN

Hesap verebilirlikte denetimin yeni rolü

Demokaan DEMİREL

Anna seghers'in yedinci şafak adlı romanında tarihin yansıması

Zennube YILMAZ ŞAHİN

Bir Sentez Girişimi Olarak Gerçekliğin Sosyal İnşâsı / The Social Construction of Reality as an Attempt to Synthesize

İbrahim YÜCEDAĞ

From Antaeus to the Bog Queen: Mythological Allusions in Seamus Heaney’s North / Antaeus’tan Bataklık Kraliçesi’ne: Seamus Heaney’nin North Adlı Yapıtında Mitolojik Göndermeler

Mümin HAKKIOĞLU, Erdinç PARLAK

Anna Seghers’in “Yedinci Şafak” Adlı Romanında Tarihin Yansıması / Reflection of History in Anna Segher’s Novel The Seventh Dawn

Zennube ŞAHİN YILMAZ

1941-1944 Yılları Arası Yayınlanan “Yurt ve Dünya Dergisi”ndeki Köy ve Köylü Sorunları Üzerine Bir Analiz / An Analysis on the Problems of Villages and Villagers in the Journal “Yurt ve Dünya” Published between the Years 1941-1944

Zübeyde YALÇINKAYA

Öğretim Elemanlarının Sınıf Yönetiminde Kullandıkları Güç Türleri Ölçeğinin Geliştirilmesi / The Scale Development of Power Sources that Lecturers’ Applied in Class Management at Higher Education

Engin ASLANARGUN, H. Merve ERİŞ

Lise son sınıf öğrencilerinin yılmazlık özelliklerinin duygusal dışavurum açısından incelenmes

Eyüp ÇELİK

Bosna vilayet gazetesi bosna 'nın kısa tanıtımı ve ilk dört sayısının sadeleştirilmiş özeti

Salih SEYHAN