The Effectiveness of Using Correction Techniques on the Achievement of Iraqi Collage learners in Punctuation Marks Accuracy
| المصدر: | مجلة الفنون والأدب وعلوم الإنسانيات والاجتماع |
|---|---|
| الناشر: | كلية الإمارات للعلوم التربوية |
| المؤلف الرئيسي: | Jaber, Asmaa Hussain (Author) |
| المجلد/العدد: | ع40 |
| محكمة: | نعم |
| الدولة: |
الإمارات |
| التاريخ الميلادي: |
2019
|
| الشهر: | يوليو |
| الصفحات: | 374 - 389 |
| DOI: |
10.33193/JALHSS.40.25 |
| ISSN: |
2616-3810 |
| رقم MD: | 1005525 |
| نوع المحتوى: | بحوث ومقالات |
| اللغة: | الإنجليزية |
| قواعد المعلومات: | +HumanIndex |
| مواضيع: | |
| رابط المحتوى: |
عدد مرات التحميل
5
| المستخلص: |
Similar to any additional learning condition, In essence, a second language student must first receive feedback on even their own achievement, so therefore, This work explores the general influence of instructor-correction, peer-correction and personal correction techniques of Iraqi college students ' punctuation mark efficiency. The Teacher- correction group obtained correction and tacit coding responses from the instructor and the peer-correction group-obtained correction and tacit coding responses from their colleagues; whereas these group members themselves corrected and edited their work in the self-correction group. The study samples second-year participants studied at the College of Imam Al-Kadhum, Department of English mainly consisting of two hundred (200) second-year students in the academic year of 2018/2019. This experiment was attended by a group of (120) learners, comprising of four classes of thirty-three (33). At the start of the term, all the participants took pretests and then engaged in a 6-week activity in which they had distinct feedback techniques. The post-test one-way ANOVA findings showed a substantial distinction between the accomplishment of the three groups. The Scheffe Test results showed a significant difference between instructor-correction and personal-correction groups and between instructor-correction and peer correction groups. The verdict of this assessment is that groups of peer-correction and self-correction show better teaching performance relative to the conventional group of teacher-correction, and peercorrection serves as the best feedback method. |
|---|---|
| ISSN: |
2616-3810 |
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