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.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:528399 |
| Date | January 2019 |
| Creators | Trotman, Wayne |
| Publisher | University of Warwick |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://wrap.warwick.ac.uk/113710/ |
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