Files in this item
|(no description provided)|
|Title:||The effect of feedback on the frequency and accuracy of use of the 'Passe compose' by field-independent and field-dependent students of beginning French|
|Author(s):||Rieken, Elizabeth Grace|
|Doctoral Committee Chair(s):||Hadley, Alice Omaggio|
|Department / Program:||French|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
|Subject(s):||Education, Language and Literature
|Abstract:||This study investigates the effect of three feedback conditions on the frequency and accuracy of use of the passe compose by high school students of beginning French who differed in the cognitive style dimension of field independence/field dependence. Three feedback groups (no corrective feedback, implicit corrective feedback, and explicit corrective feedback) completed a series of compositions and revisions over a six-week period. Measures of frequency, breadth, and accuracy of use were taken from the students' first draft of their final writing.
Statistical analysis revealed no significant differences among the feedback groups nor between students of field independence/field dependence on the frequency, or breadth use of the passe compose. Students in the explicit feedback group did achieve higher accuracy scores than did students in the other two groups. In addition, one significant interaction effect was found, with students of low field independence in the explicit feedback group achieving a higher accuracy score on a cloze test than did students of low field independence in other feedback groups.
A qualitative component of the study investigated the processes students used when revising. This was accomplished through recording and transcribing introspective interviews made as students completed a revision task. The categorical data produced were analyzed by Chi-square tests. Although cell size was too small to draw strong conclusions, the data seemed to indicate that feedback type does differentially influence students to add to their writing. Feedback type also seems to affect what sources of information students use when revising.
Suggestions for further research include investigation of ways that students use their own interlanguage and ways that feedback may affect this process.
|Rights Information:||Copyright 1991 Rieken, Elizabeth Grace|
|Date Available in IDEALS:||2011-05-07|
|Identifier in Online Catalog:||AAI9210966|
This item appears in the following Collection(s)
- Total Downloads: 0
- Downloads this Month: 0
- Downloads Today: 0