Writing Proficiency Development the Case of Iranian EFL Learners: Negotiated Feedback Vs Non-negotiated Feedback

; Sasan Sepanta; ; Mansour Koosha

دانشگاه آزاد اسلامی اصفهان(خوراسگان)

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" Writing Proficiency Development the Case of Iranian EFL Learners: Negotiated Feedback Vs Non-negotiated Feedback "

Document Type	:	Latin Dissertation
Language of Document	:	English
Record Number	:	155252
Doc. No	:	3538P
Call number	:	‭3538‬
Main Entry	:	Abdolahpour, Roya
Title Proper	:	Writing Proficiency Development the Case of Iranian EFL Learners: Negotiated Feedback Vs Non-negotiated Feedback
Supervisor	:	; Sasan Sepanta
Advisor	:	; Mansour Koosha
Degree	:	MA
field of study	:	, Teaching English
student score	:	, 1389/11/09, 1389/12/01
Page No	:	80 P: Table, Diagram
Note	:	830
Abstract	:	The present study intends to examine the potential role of negotiated feedback versus non negotiated feedback in response to learners written errors among Iranian EFL learners To achieve this end 80 students at Upper and LowerIntermediate levels were randomly chosen from the English population of Kish English Institute A topicbased free writing task was administered to each student later on their writing were corrected by giving negotiated feedback prior to the second time when another free writing task was administered to assess students based on if they have observed the given negotiated feedback in their second performance. The same procedure went for nonnegotiated feedback. The results of the t tests revealed that negotiated feedback is of positive effect on L 2 learners writing proficiency. It also indicated that the higher the proficiency level of the learner the more they would benefit from negotiated feedback..
electronic file name	:	3538.pdf
Title and statement of responsibility and	:	Writing Proficiency Development the Case of Iranian EFL Learners: Negotiated Feedback Vs Non-negotiated Feedback [Thesis]; Sasan Sepanta; Mansour Koosha
Internal Bibliographies/Indexes Note	:	Bibliography:P.61-68