L2 WRITING TEACHERS&rsquo / PERCEPTIONS OF MISTAKES IN STUDENT
WRITING AND THEIR PREFERENCES REGARDING FEEDBACK: THE
CASE OF A TURKISH PRIVATE UNIVERSITY
Dokuzoglu, Selcen
M.A. Program of English Language Teaching
Supervisor: Prof. Dr. Hü / snü / Enginarlar
September 2010, 161 pages
This study aimed to investigate L2 writing instructors&rsquo / perceptions of
seriousness of different mistake types in upper-intermediate level students&rsquo / essays.
It also set out to examine the teachers&rsquo / preferences related with feedback
provision. Furthermore, whether there were discrepancies between the teachers&rsquo / claims about the issues mentioned above and their actual performance while
marking the essays was looked into. The study was conducted at the Preparatory
School of a private university in Turkey. Ten essays written by upper intermediate
level students were marked by ten writing teachers who showed the most
disturbing mistakes in these essays. They also gave feedback for these papers and
half of the teachers were requested to think aloud while evaluating the essays. In
addition, a questionnaire and a semi-structured interview were used by the
v
questionnaire were analyzed through SPSS 15.0. This data gathering instrument
was implemented on ten writing teachers working at the institution. In analyzing
the data, descriptive statistics were used. The averages showing the seriousness of
different mistake types and the frequency at which the teachers use different
feedback techniques were revealed. Semi-structured interviews were conducted
with five teachers. The results of the interviews were analyzed through content
analysis. The results of the study revealed that 80 % of the teachers viewed
content related and organizational problems more disturbing than those related
with accuracy. However, for 20 % of the teachers mistakes concerning the
accuracy of the sentences were more serious. As for the feedback preferences of
the teachers, 90 % of them used error codes while marking the essays and all the
teachers preferred to write comments. While 60 % of the teachers were in favour
of marking students&rsquo / mistakes comprehensively, the rest (40 %) believed selective
marking was preferable. Moreover, it was found out that the teachers&rsquo / claims were
compatible with their actual performances although some contradictions were
observed in their performance.
| Identifer | oai:union.ndltd.org:METU/oai:etd.lib.metu.edu.tr:http://etd.lib.metu.edu.tr/upload/12612515/index.pdf |
| Date | 01 October 2010 |
| Creators | Dokuzoglu, Selcen |
| Contributors | Enginarlar, Husnu |
| Publisher | METU |
| Source Sets | Middle East Technical Univ. |
| Language | English |
| Detected Language | English |
| Type | M.A. Thesis |
| Format | text/pdf |
| Rights | To liberate the content for METU campus |
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