This thesis examined the effects of audio-taped feedback on ESL graduate student writing. Thirty-two students participated in the study over one semester. A triangulated approach to data collection was used by gathering and analyzing information from three principal sources: (a) students' written texts, (b) audio-taped feedback from the instructor, and (c) interviews with the participants. The research revealed that single and multiple feedback moves, in the form of models and prompts, were used by the instructor with similar frequency. Results also indicated that students benefited in all cases from audio-taped feedback. Overall, findings suggest that audio-taped feedback is very effective at helping students to produce an improved draft. The study includes discussion of the pedagogical implications of audio-taped feedback. Limitations to the study are discussed and conclusions are drawn based on the findings.
| Identifer | oai:union.ndltd.org:LACETR/oai:collectionscanada.gc.ca:QMM.19391 |
| Date | January 2003 |
| Creators | Syncox, David |
| Publisher | McGill University |
| Source Sets | Library and Archives Canada ETDs Repository / Centre d'archives des thèses électroniques de Bibliothèque et Archives Canada |
| Language | English |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Format | application/pdf |
| Coverage | Master of Arts (Department of Second Language Education) |
| Rights | All items in eScholarship@McGill are protected by copyright with all rights reserved unless otherwise indicated. |
| Relation | alephsysno: 001996929, Theses scanned by McGill Library. |
Page generated in 0.0018 seconds