Corrective Versus Elaborative Feedback across Reading Task Modalities: The Case of EFL Students at Batna 2 University
| المصدر: | مجلة إشكالات في اللغة و الأدب |
|---|---|
| الناشر: | المركز الجامعي أمين العقال الحاج موسى أق أخموك بتامنغست - معهد الآداب واللغات |
| المؤلف الرئيسي: | Dlih, Souhila (Author) |
| المجلد/العدد: | مج13, ع1 |
| محكمة: | نعم |
| الدولة: |
الجزائر |
| التاريخ الميلادي: |
2024
|
| التاريخ الهجري: | 1445 |
| الشهر: | مارس |
| الصفحات: | 49 - 65 |
| ISSN: |
2335-1586 |
| رقم MD: | 1498717 |
| نوع المحتوى: | بحوث ومقالات |
| اللغة: | الإنجليزية |
| قواعد المعلومات: | AraBase |
| مواضيع: | |
| كلمات المؤلف المفتاحية: |
Complexity | Corrective Feedback | Elaborative Feedback | Repetition | Type
|
| رابط المحتوى: |
الناشر لهذه المادة لم يسمح بإتاحتها. |
| LEADER | 02550nam a22002177a 4500 | ||
|---|---|---|---|
| 001 | 2242577 | ||
| 041 | |a eng | ||
| 044 | |b الجزائر | ||
| 100 | |9 628492 |a Dlih, Souhila |e Author | ||
| 245 | |a Corrective Versus Elaborative Feedback across Reading Task Modalities: |b The Case of EFL Students at Batna 2 University | ||
| 260 | |b المركز الجامعي أمين العقال الحاج موسى أق أخموك بتامنغست - معهد الآداب واللغات |c 2024 |g مارس |m 1445 | ||
| 300 | |a 49 - 65 | ||
| 336 | |a بحوث ومقالات |b Article | ||
| 520 | |b The present study investigates improving reading comprehension by using different feedback types: the elaborative which comprised of interpretation cues, and the corrective which was error correction. The study sampled 73 EFL students who received both forms of reviews as treatments during reading activities, and both were conditioned in terms of task repetition (repeated versus non-repeated) which was the replication or variance of the activities assigned, and task complexity (simple versus complex) which was the required/non-required use of reading structure properties. Results were inconclusive for the first hypothesis that elaborative form would yield a higher comprehension performance: while the corrective type was salient in repetition condition due to resource directing and transfer effects, the elaborative one was significant in the complexity condition resulted by the metalinguistic form of language between the complexities of text, task, and review. The second hypothesis was not fully confirmed that there was a correlation between the forms and modalities: repetition and type did not correlate with any of the treatments, but complexity exclusively showed strong correlation with the elaborative treatment thanks to attention channeling of cues. Finally, further research suggestions regarding reading comprehension and feedback were recommended. | ||
| 653 | |a تعلم اللغات |a اللغات الأجنبية |a الفهم القرائي |a التغذية الراجعة |a طلبة الجامعات | ||
| 692 | |b Complexity |b Corrective Feedback |b Elaborative Feedback |b Repetition |b Type | ||
| 773 | |4 الادب |4 علم اللغة |6 Literature |6 Linguistics |c 032 |f Mağallaẗ iškālāt fi al-luġaẗ wa al-adab |l 001 |m مج13, ع1 |o 1721 |s مجلة إشكالات في اللغة و الأدب |t Journal of problems in language and literature |v 013 |x 2335-1586 | ||
| 856 | |u 1721-013-001-032.pdf | ||
| 930 | |d n |p y |q n | ||
| 995 | |a AraBase | ||
| 999 | |c 1498717 |d 1498717 | ||
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