The Effects of Teacher Written Feedbacks and Language Learning Strategies on EFL University Students’ Writing Performance

ARIDAH, ARIDAH (2017) The Effects of Teacher Written Feedbacks and Language Learning Strategies on EFL University Students’ Writing Performance. S3 thesis, UNIVERSITAS NEGERI MAKASSAR.

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The research aims at (1) finding out whether teacher written feedbacks have significant effects on students’ writing performance, viewed from different aspects, (2) identifying the effects of language learning strategies on students’ writing performance, and (3) finding out if there is an interaction between different types of written corrective feedback and learning strategies in relation to students’ writing performance. This research was quantitative in nature, applying experimental design, consisting of four experimental group and one control group. The participants of this study were the students of the English Language Study Program of Mulawarman University, consisting of 104 students. They were all taken as the sample of the study and assigned to the experimental and control groups using systematic random sampling method. The data were collected through writing assignments and tests and questionnaire of Strategy Inventory of Language Learning (SILL). The data were analyzed using one-way ANOVA, t-test, and two-way ANOVA with the help of SPSS version 21. The study revealed the following findings: 1) teacher written feedbacks had significant effects on students’ writing performance with the details as follows: (a) all types of teacher written corrective feedback were equally effective in improving students’ writing performance, no any single type of feedback which was significantly more effective than the others; (b) there was a significant improvement of the students’ writing from the first draft to the second draft; (c) there was a significant improvement of the students’ writing performance from the first essay to each successive essay; (d) all types of teacher written feedback were able to improve the aspects of writing (content, organization, vocabulary, language use, and mechanics); (e) the most improved aspect of writing was the organization aspect and the other aspects were improved at relatively the same rate; (f) there was a significant improvement of the students’ writing performance from the revision process to the independent writing (delayed post test) in each treatment group. All types of feedback were also equally effective in giving long term effects on students’ writing performance. 2) Language Learning Strategies did not have any direct effect on the improvement of the students’ writing performance. 3) Finally, simultaneously there was no any significant interaction effect of learning strategies on the success of the four different types of teacher written feedback in improving students’ writing performance. However, partially, there was a significant interaction found between focused, unfocused, and peer feedback and learning strategies. This indicated that focused feedback significantly benefited students who used direct language learning strategies and less effective for the students who used indirect strategies, whereas unfocused and peer feedback significantly worked well for the students who used indirect strategies but less effective for those who used direct strategies. Keywords: teacher written feedbacks, language learning strategies, EFL university students’ writing performance

Item Type: Thesis (S3)
Subjects: PASCASARJANA > PENDIDIKAN BAHASA INGGRIS - (S3)
Divisions: PROGRAM PASCASARJANA
Depositing User: UPT PERPUSTAKAAN UNM
Date Deposited: 03 Apr 2018 05:42
Last Modified: 03 Apr 2018 05:42
URI: http://eprints.unm.ac.id/id/eprint/6645

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