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| dc.contributor.author | Derje, Mekonen | |
| dc.date.accessioned | 2017-07-17T04:11:09Z | |
| dc.date.available | 2017-07-17T04:11:09Z | |
| dc.date.issued | 2017-07-17 | |
| dc.identifier.uri | http://hdl.handle.net/123456789/7349 | |
| dc.description.abstract | fuu directions for teachers to implement process feedback effectively and help students . tea: ·s practice and what students needed. Based on this the researcher recommends i productive written feedback. This assures that there was a mismatch between what teachers did to help students. Mean while students stated that they wanted more feed .ick focus, types of written feedback and forms of written feedback as well as what incl, .cs that there were many problems concerning teachers responding methods, their \ more specifically frequency and percentage were used to analyze the data. The result data was analyzed using a hybrid research that is qualitative and quantitative method; " in the interview. Students also provided their assignments commented by teachers. The The· teachers and students were invited to answer the questionnaires and to participate ' and : we taught this skill before and 92 second year undergraduate students of English. ""'- students on the feedback they received as well as their recommendations for improving it. <, The subjects took part in the research were 10 teachers who are currently teaching writing The · 1 rpose of the study was to investigate the current written feedback practice of the /' teachers of writing in the department of English Gondar University and the opinions of to l' · I he feedback. This creates a condition in which students become better writers. | en_US |
| dc.subject | Education in TEFL | en_US |
| dc.title | EXPLORING TEACHERS' WRITTEN FEEDBACK ON STUDENTS' COMPOSITION AND STUDE TS REACTIONS | en_US |
| dc.type | Thesis | en_US |
