
The Library
Teacher oral feedback on student writing : an action research approach towards teacher-student conferences on EFL academic essay writing in a higher education context in Turkey
Tools
Trotman, Wayne (2019) Teacher oral feedback on student writing : an action research approach towards teacher-student conferences on EFL academic essay writing in a higher education context in Turkey. PhD thesis, University of Warwick.
|
PDF
WRAP_Theses_Trotman_2010.pdf - Submitted Version - Requires a PDF viewer. Download (1678Kb) | Preview |
|
![]() |
Plain Text
WRAP_Trotman_2019.docx.txt - Permissions Correspondence Embargoed item. Restricted access to Repository staff only Download (568b) |
Official URL: http://webcat.warwick.ac.uk/record=b3260396~S15
Abstract
Research on the effects of feedback on EFL writing is well documented (Ferris, 1997, Ferris 1999), although Hyland and Hyland (2006:186) state: ‘Given how few studies have been carried out, little is known about the relationship between teacher and student discourse and teacher feedback in conferences and student revision’. The qualitative action research study outlined in this thesis addresses this imbalance. It concerns teacherconferencing on academic essays written in a higher education context in Turkey. Based on a model of interrelated practices for action research suggested by Burns (2005), it investigates the relationship between discourse features of the conference and alterations made in follow-up drafts. Working with a constructivist approach to data, the study outlines how three Turkish teachers analysed transcripts of themselves conferencing in order to identify desirable features. Using such features, a second AR team repeated this procedure to notice firstly how far they had been able to implement these features, and secondly to further investigate the relationship between the conference and amendments to the follow-up draft. The study outlines practical action research and conferencing. It illustrates a refinement in analytical tools with which to identify successful features of conferencing, and shows how teachers may be producers of legitimate knowledge concerning features for classroom practitioners to assist with student-writing.
Item Type: | Thesis (PhD) | ||||
---|---|---|---|---|---|
Subjects: | L Education > LB Theory and practice of education > LB2300 Higher Education | ||||
Library of Congress Subject Headings (LCSH): | English teachers -- Congresses -- Turkey, English language -- Study and teaching -- Congresses -- Turkey, College students' writings -- Congresses -- Turkey, Teacher-student relationships -- Congresses -- Turkey | ||||
Official Date: | 2019 | ||||
Dates: |
|
||||
Institution: | University of Warwick | ||||
Theses Department: | Centre for Applied Linguistics | ||||
Thesis Type: | PhD | ||||
Publication Status: | Unpublished | ||||
Supervisor(s)/Advisor: | Wharton, Sue ; Richards, Keith, 1952- | ||||
Extent: | (368 leaves) : illustrations | ||||
Language: | eng |
Request changes or add full text files to a record
Repository staff actions (login required)
![]() |
View Item |