| عنوان : |
The Role of Self-monitoring and Self-correction Strategies in Improving Written Language and Promoting Learners Autonomy. The Case of Second Year Students in Sétif University |
| نوع الوثيقة : |
نص مطبوع |
| مؤلفين : |
Bouzeraa wafia, مؤلف ; Dr. Zahia MEBARKI, Directeur de thèse |
| ناشر : |
سطيف [الجزائر] : جامعة الدكتور محمد لمين دباغين |
| تاريخ النشر : |
2018 |
| عدد الصفحات : |
345p |
| Ill. : |
غلاف كارتوني |
| الأبعاد : |
28*21سم |
| اللغة : |
Anglais moyen (ca.1100-1500) (enm) |
| الكلمة المفتاح : |
Département de langue et littérature anglaise Department of English Language and Literature قسم اللغة والأدب الانجليزي Corrective feedback, Learner autonomy, Self-correction, Self-monitoring, Writing instruction, Writing strategies. |
| خلاصة : |
Assisting the students in improving the quality of their written productions requires enhancing their writing strategies and empowering them to become autonomous writers. This quasi-experimental study investigated the effects of the use of self-monitoring (SM) and self-correction (SC) on improving the writing quality and on developing more responsible revising habits. Ninety second year students of English at the department of English at Mohamed Lamine Debbaghine Sétif2 University were selected using a proportional stratified sampling procedure to be assigned to a control and an experimental group. Quantitative and qualitative data collection methods were used to answer the research questions guiding this study. Quantitative data consisted of pre-test and post-test scores and close-ended questions of a questionnaire while the qualitative data consisted of paragraph corpus, marginal annotations corpus, and open-ended questions of a questionnaire and an interview. The findings revealed an improvement in the students' paragraph scores and a reduction of their paragraph errors. The analysis of marginal annotations indicated that self-monitoring engaged the participants in reflective and responsible revision. The quantitative data of the questionnaire did not yield any significant differences between both groups' perceptions about the effectiveness of the writing instruction to which they have been exposed while the qualitative data revealed some gains for the experimental group in terms of diagnosing one's weaknesses and using reflection. The major recommendation of this study is that teachers have to opt for developing the strategies that help students improve their writing abilities and fostering more responsibility in paragraph revision. |
| في الخط : |
http://dspace.univ-setif2.dz/xmlui/handle/123456789/1060 |
The Role of Self-monitoring and Self-correction Strategies in Improving Written Language and Promoting Learners Autonomy. The Case of Second Year Students in Sétif University [نص مطبوع ] / Bouzeraa wafia, مؤلف ; Dr. Zahia MEBARKI, Directeur de thèse . - سطيف [الجزائر] : جامعة الدكتور محمد لمين دباغين, 2018 . - 345p : غلاف كارتوني ; 28*21سم. اللغة : Anglais moyen (ca.1100-1500) ( enm)
| الكلمة المفتاح : |
Département de langue et littérature anglaise Department of English Language and Literature قسم اللغة والأدب الانجليزي Corrective feedback, Learner autonomy, Self-correction, Self-monitoring, Writing instruction, Writing strategies. |
| خلاصة : |
Assisting the students in improving the quality of their written productions requires enhancing their writing strategies and empowering them to become autonomous writers. This quasi-experimental study investigated the effects of the use of self-monitoring (SM) and self-correction (SC) on improving the writing quality and on developing more responsible revising habits. Ninety second year students of English at the department of English at Mohamed Lamine Debbaghine Sétif2 University were selected using a proportional stratified sampling procedure to be assigned to a control and an experimental group. Quantitative and qualitative data collection methods were used to answer the research questions guiding this study. Quantitative data consisted of pre-test and post-test scores and close-ended questions of a questionnaire while the qualitative data consisted of paragraph corpus, marginal annotations corpus, and open-ended questions of a questionnaire and an interview. The findings revealed an improvement in the students' paragraph scores and a reduction of their paragraph errors. The analysis of marginal annotations indicated that self-monitoring engaged the participants in reflective and responsible revision. The quantitative data of the questionnaire did not yield any significant differences between both groups' perceptions about the effectiveness of the writing instruction to which they have been exposed while the qualitative data revealed some gains for the experimental group in terms of diagnosing one's weaknesses and using reflection. The major recommendation of this study is that teachers have to opt for developing the strategies that help students improve their writing abilities and fostering more responsibility in paragraph revision. |
| في الخط : |
http://dspace.univ-setif2.dz/xmlui/handle/123456789/1060 |
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