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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Main Author:	Razali, Khairil Azwar
Format:	Thesis
Language:	English
Published:	2014
Subjects:	Report writing Research Lectures and lecturing Report writing. Research Study and teaching
Online Access:	https://ir.uitm.edu.my/id/eprint/14092/1/TM_KHAIRIL%20AZWAR%20RAZALI%20ED%2014_5.pdf
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spelling	my-uitm-ir.140922016-06-23T02:39:07Z Pre-university students' strategies in revising ESL writing using teacher's written corrective feedback / Khairil Azwar Razali 2014 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 https://ir.uitm.edu.my/id/eprint/14092/ https://ir.uitm.edu.my/id/eprint/14092/1/TM_KHAIRIL%20AZWAR%20RAZALI%20ED%2014_5.pdf text en public mphil masters Universiti Teknologi MARA Faculty of Education
institution	Universiti Teknologi MARA
collection	UiTM Institutional Repository
language	English
topic	Report writing Research Lectures and lecturing Report writing. Research Study and teaching
spellingShingle	Report writing Research Lectures and lecturing Report writing. Research Study and teaching Razali, Khairil Azwar Pre-university students' strategies in revising ESL writing using teacher's written corrective feedback / Khairil Azwar Razali
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.
format	Thesis
qualification_name	Master of Philosophy (M.Phil.)
qualification_level	Master's degree
author	Razali, Khairil Azwar
author_facet	Razali, Khairil Azwar
author_sort	Razali, Khairil Azwar
title	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_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_sort	pre-university students' strategies in revising esl writing using teacher's written corrective feedback / khairil azwar razali
granting_institution	Universiti Teknologi MARA
granting_department	Faculty of Education
publishDate	2014
url	https://ir.uitm.edu.my/id/eprint/14092/1/TM_KHAIRIL%20AZWAR%20RAZALI%20ED%2014_5.pdf
_version_	1783733211423047680

Pre-university students' strategies in revising ESL writing using teacher's written corrective feedback / Khairil Azwar Razali

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