Pre-university students' strategies in revising ESL writing using teacher's written corrective feedback / Khairil Azwar Razali
In Flower-Hayes (1981) Cognitive Process Theory of Writing reviewing stage, writers would evaluate and make revision to the essays. Hyland (1998) outlined four strategies used by student in revising their essays, i.e. closely follow, initial stimulus, avoidance by deletion and not related. The objec...
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| Format: | Thesis |
| Language: | English |
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2014
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| Online Access: | https://ir.uitm.edu.my/id/eprint/14092/1/TM_KHAIRIL%20AZWAR%20RAZALI%20ED%2014_5.pdf |
| _version_ | 1796899940246487040 |
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| author | Razali, Khairil Azwar |
| author_facet | Razali, Khairil Azwar |
| author_sort | Razali, Khairil Azwar |
| collection | UITM |
| description | In Flower-Hayes (1981) Cognitive Process Theory of Writing reviewing stage, writers would evaluate and make revision to the essays. Hyland (1998) outlined four strategies used by student in revising their essays, i.e. closely follow, initial stimulus, avoidance by deletion and not related. The objectives of this study are to find out the most common strategy used by the students, and further to determine which strategy is considered as successful. A qualitative approach has been used in this study where data are collected from the analysis of students' opinion-based essays and retrospective interviews. From the study, the most common strategy used is closely follow because students believe that they need to make sure the revised essays are error-free. The result also shows that the same strategy is considered as successful as many of the revised WCF are error-free. The results implies that even though students may successfully revise the essay, they may not necessarily understand the nature of the errors committed. It is recommended that teachers provide written corrective feedback with oral feedback and this should be done while students are writing the essay, in line with Flower-Hayes Cognitive Process Theory of Writing. |
| first_indexed | 2024-03-06T01:28:22Z |
| format | Thesis |
| id | oai:ir.uitm.edu.my:14092 |
| institution | Universiti Teknologi MARA |
| language | English |
| last_indexed | 2024-03-06T01:28:22Z |
| publishDate | 2014 |
| record_format | dspace |
| spelling | oai:ir.uitm.edu.my:140922016-06-23T02:39:07Z https://ir.uitm.edu.my/id/eprint/14092/ Pre-university students' strategies in revising ESL writing using teacher's written corrective feedback / Khairil Azwar Razali Razali, Khairil Azwar Report writing. Research Lectures and lecturing Educational tests, measurements, evaluations and examinations Study and teaching In Flower-Hayes (1981) Cognitive Process Theory of Writing reviewing stage, writers would evaluate and make revision to the essays. Hyland (1998) outlined four strategies used by student in revising their essays, i.e. closely follow, initial stimulus, avoidance by deletion and not related. The objectives of this study are to find out the most common strategy used by the students, and further to determine which strategy is considered as successful. A qualitative approach has been used in this study where data are collected from the analysis of students' opinion-based essays and retrospective interviews. From the study, the most common strategy used is closely follow because students believe that they need to make sure the revised essays are error-free. The result also shows that the same strategy is considered as successful as many of the revised WCF are error-free. The results implies that even though students may successfully revise the essay, they may not necessarily understand the nature of the errors committed. It is recommended that teachers provide written corrective feedback with oral feedback and this should be done while students are writing the essay, in line with Flower-Hayes Cognitive Process Theory of Writing. 2014 Thesis NonPeerReviewed text en https://ir.uitm.edu.my/id/eprint/14092/1/TM_KHAIRIL%20AZWAR%20RAZALI%20ED%2014_5.pdf Pre-university students' strategies in revising ESL writing using teacher's written corrective feedback / Khairil Azwar Razali. (2014) Masters thesis, thesis, Universiti Teknologi MARA. |
| spellingShingle | Report writing. Research Lectures and lecturing Educational tests, measurements, evaluations and examinations Study and teaching Razali, Khairil Azwar Pre-university students' strategies in revising ESL writing using teacher's written corrective feedback / Khairil Azwar Razali |
| title | Pre-university students' strategies in revising ESL writing using teacher's written corrective feedback / Khairil Azwar Razali |
| title_full | Pre-university students' strategies in revising ESL writing using teacher's written corrective feedback / Khairil Azwar Razali |
| title_fullStr | Pre-university students' strategies in revising ESL writing using teacher's written corrective feedback / Khairil Azwar Razali |
| title_full_unstemmed | Pre-university students' strategies in revising ESL writing using teacher's written corrective feedback / Khairil Azwar Razali |
| title_short | Pre-university students' strategies in revising ESL writing using teacher's written corrective feedback / Khairil Azwar Razali |
| title_sort | pre university students strategies in revising esl writing using teacher s written corrective feedback khairil azwar razali |
| topic | Report writing. Research Lectures and lecturing Educational tests, measurements, evaluations and examinations Study and teaching |
| url | https://ir.uitm.edu.my/id/eprint/14092/1/TM_KHAIRIL%20AZWAR%20RAZALI%20ED%2014_5.pdf |
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