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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:
التقنيات الحديثة | التعلم الذاتي | الجامعات العراقية | تصحيح الأقران
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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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