The role of interaction in the development of the students' writing skills. A study using model texts as feedback
Using model texts as a corrective feedback technique is believed to provide students with meaningful feedback, which could lead to the improvement of their writing skills. The aim of this study is to determine whether interaction among peers and with the teacher generated by the use of model texts a...
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| Tipo de documento: | dissertação |
| Data de publicação: | 2019 |
| País: | España |
| Recursos: | Universitat Autònoma de Barcelona |
| Repositório: | Dipòsit Digital de Documents de la UAB |
| Idioma: | inglês |
| OAI Identifier: | oai:ddd.uab.cat:211093 |
| Acesso em linha: | https://ddd.uab.cat/record/211093 |
| Access Level: | Acceso aberto |
| Palavra-chave: | Ensenyament eficaç Ensenyament correctiu Comunicació escrita Redacció (Literatura) Escriptura -- Ensenyament correctiu Interacció educativa Educació secundària obligatòria Treball en equip -- Educació secundària obligatòria |
| Resumo: | Using model texts as a corrective feedback technique is believed to provide students with meaningful feedback, which could lead to the improvement of their writing skills. The aim of this study is to determine whether interaction among peers and with the teacher generated by the use of model texts as feedback has a positive effect on the development of the students' writing skills. To do so, the focus has been put on the differences between the students' initial and final texts. A qualitative and interpretative analysis has been conducted to see whether these differences could be attributed to the discussion during the interactional phase. The results confirm the expectations, although further research is advisable to gain a better understanding of this type of feedback |
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