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|Title:||A six dimension framework guiding teacher dialogues with EFL students about microlevel and macrolevel errors in their writing||Authors:||Kozaiha, Fadi||Advisors:||Adra, Omar||Keywords:||Dimensions of corrective feedback, feedback conversations and dialogues, L2 writing, microlevel and macrolevel errors||Subjects:||Language and languages--Study and teaching
University of Balamand--Dissertations
With corrective feedback (CF) provision shifting from a teacher-led strategy to a student-centered endeavor, some scholars argue that learners should engage in dialogues and conversations with their teacher and peers about areas that need improvement in their writing. This workshop-style project applied six dimensions of corrective feedback on samples of L2 student writing in an online intensive English university course: source, mode, tone, focus, scope, and explicitness. Through eight classroom interventions spanning over a period of three months in one academic semester, and divided over three cycles of an action research, the six dimensions of CF were gradually introduced and discussed with a cohort of low to intermediate-proficiency foreign language students, with microlevel and macrolevel errors duly highlighted across these sessions.
Includes bibliographical references (p. 41-46)
|URI:||https://scholarhub.balamand.edu.lb/handle/uob/5161||Rights:||This object is protected by copyright, and is made available here for research and educational purposes. Permission to reuse, publish, or reproduce the object beyond the personal and educational use exceptions must be obtained from the copyright holder||Ezproxy URL:||Link to full text||Type:||Project|
|Appears in Collections:||UOB Theses and Projects|
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checked on Nov 28, 2021
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