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Document Type : Latin Dissertation
Language of Document : English
Record Number : 155493
Doc. No : 6377p
Call number : ‭6377‬
Main Entry : Khoshbakht, Fruzan
Title Proper : The Role of Focused-Unfocused Written Corrective Feedback in Enhancing Knowledge of `S` Marker in Iranian High School Students
Supervisor : ; Hamid Allami
College : Khorasgan
Date : , 2014=1393
Degree : M.A
field of study : , Teaching english
College : , Khorasgan
student score : , 1393/07/23, 1392/00/00
Page No : ix, 95p.
Note : 830
Abstract : This study investigates the effect of feedback on the accurate use of "s" markers by the low level EFL students of a high school in Iran. It was conducted on written work over a period of 12 weeks. The study involved two treatment groups and a control group comparing the differential effects of the focused direct with the unfocused direct corrective feedback (CF) on the accuracy measured from the pretest and post-test. Findings revealed that both treatment groups outperformed the control group in the post-test, but there was no significant difference between the unfocused and focused corrective feedback groups. Both correction types were equally facilitative in increasing accuracy of "s" markers usage; teachers may consider using them accordingly in writing tasks..
Title and statement of responsibility and : The Role of Focused-Unfocused Written Corrective Feedback in Enhancing Knowledge of `S` Marker in Iranian High School Students [Thesis]; Hamid Allami
Internal Bibliographies/Indexes Note : Bibliography :p. 79-91
 
 
 
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