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dc.contributor.advisor Agameya, Amira
dc.contributor.advisor Williams, Robert
dc.contributor.advisor Fredricks, Lori
dc.contributor.author Al Saeed, Neveen Saeed Abd Al Kareem
dc.creator Al Saeed, Neveen Saeed Abd Al Kareem
dc.date.accessioned 2010-05-26T09:40:59Z
dc.date.available 2010-05-26T09:40:59Z
dc.date.created 2010 Spring
dc.date.issued 2010-05-26T09:40:59Z
dc.identifier.uri http://dar.aucegypt.edu/handle/10526/700
dc.description.abstract There has been an on-going debate on whether error feedback helps students to improve their grammatical accuracy from one draft to the other (Ferris, 1999; Truscott, 1996; 1999). Some studies found that error correction was effective (Ferris & Roberts, 2001) and others refuted this argument (Semke, 1984; Kepner, 1990). Their findings showed that feedback had no or non-significant effects on accuracy. According to previous research, one area which has not been properly studied is a comparison between groups receiving feedback and a no feedback group. Therefore, the present study investigated the effect of feedback on grammatical accuracy by comparing three types of feedback: errors coded, errors underlined, and no grammar feedback. The instruments included a pretest, a posttest and two treatments. Participants were first- year students in the English Literature and Language Department at Ain Shams University. Means and standard deviations were calculated. ANOVA and dependent t-tests were also used to analyze the data. Data analysis revealed no significant differences in the improvement of grammatical accuracy in the two treatment groups. It was however found that both treatment groups outperformed the no-feedback group in editing verb and noun-related errors. However, the control group outperformed the two other groups in correcting their article-related errors. The researcher concluded that even if students do not receive grammar feedback, their writing improves because of the rewriting process itself. en
dc.format.medium theses en
dc.language.iso en en
dc.rights Author retains all rights with regard to copyright. en
dc.subject.lcsh Thesis (M.A.)--American University in Cairo en
dc.subject.lcsh English language -- Grammar -- Study and teaching.
dc.title The effect of error correction types on grammatical accuracy in student essay revision en
dc.type Text en
dc.subject.discipline Teaching English as a Foreign Language en
dc.rights.access This item is available en
dc.contributor.department American University in Cairo. English Language Institute en


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  • Theses and Dissertations [1702]
    This collection includes theses and dissertations authored by American University in Cairo graduate students.

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