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The Short-Term and Long-Term Effects of AWE Feedback on ESL Students' Development of Grammatical Accuracy

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dc.contributor.author Li, Zhi
dc.contributor.author Feng, Hui-Hsien
dc.contributor.author Saricaoglu, Aysel
dc.date.accessioned 2019-06-28T06:32:17Z
dc.date.available 2019-06-28T06:32:17Z
dc.date.issued 2017
dc.identifier.issn 2056-9017
dc.identifier.uri https://doi.org/10.1558/cj.26382
dc.identifier.uri http://hdl.handle.net/20.500.12485/293
dc.description.abstract This classroom-based study employs a mixed-methods approach to exploring both short-term and long-term effects of Criterion feedback on ESL students' development of grammatical accuracy. The results of multilevel growth modeling indicate that Criterion feedback helps students in both intermediate-high and advanced-low levels reduce errors in eight out of nine categories from first drafts to final drafts within the same papers (short-term effects). However, there is only one error reduction of statistical significance in the category of Run-on Sentence from the first drafts of the first paper to the first drafts in the subsequent papers for both levels of students (long-term effects). The findings from interviews with the participants reveal students' perceptions of Criterion feedback and help us understand the feedback effect. Implications for a more effective use of AWE tools in ESL classrooms are discussed. en_US
dc.language.iso en en_US
dc.publisher The Short-Term and Long-Term Effects of AWE Feedback on ESL Students' Development of Grammatical Accuracy en_US
dc.subject Education & Educational Research en_US
dc.title The Short-Term and Long-Term Effects of AWE Feedback on ESL Students' Development of Grammatical Accuracy en_US
dc.type Article en_US
dc.relation.journal calico journal
dc.identifier.issue 3
dc.identifier.startpage 355
dc.identifier.endpage 375
dc.identifier.volume 34


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