Faculté des lettres et langues étrangères

Permanent URI for this community

http://dspace.univ-batna2.dz/handle/123456789/7

Browse

Browsing Faculté des lettres et langues étrangères by Author "Adel DJERIBIAI"

Now showing 1 - 1 of 1
  • No Thumbnail Available
    Item
    The Effects of the Teachers’ Written Feedback on Developing Students’ Writing Abilities through the Process Approach: A Case Study of Third Year LMD Students of English at Eloued University. Doctorat thesis, (2022) Université de Batna 2.
    (2022-05-24) Adel DJERIBIAI
    It is commonly agreed among EFL teachers and language practitioners that effective teaching of the writing skill goes through constructive writing instruction. This instruction includes, but not limited to, the continuing assessment of writing performances via the provision of comments and written feedback so as to help learners develop their writing capacities in the long term. The present study aims at investigating the influence that written feedback has on improving the writing skill of third year EFL students at the department of English of El Oued University providing that this feedback is delivered at the different writing stages, i.e. during the process approach. The research hypothesises that students have serious writing problems that can be overcome through written feedback (WF) provision which plays a significant role in assisting and guiding students in enhancing their writing skill. In order to address these issues, the research makes use of the triangulation methodology that involves the use of more than two means of data collection; questionnaires, interviews, and corpus. First, questionnaires have been administered to both students and teachers which are in turn followed by semi-structured interviews in attempt to enrich and deepen the findings of the questionnaires. The third means of data is a corpus in the form of students' first and second drafts which has been collected after the conduction of an experimental study. The findings have revealed that students encountered many writing difficulties and that teachers' intervention, through written feedback provision, has substantially contributed to the improvement of the students' writing. As a consequence, the present research has come up with some pedagogical implications for teachers of writing such as the integration of reading in writing, diversifying written feedback modes and more importantly the incorporation of Learning Management Systems in their classes such as Google Classroom.