University of Illinois Urbana-Champaign

The effect of feedback on the frequency and accuracy of use of the 'Passe compose' by field-independent and field-dependent students of beginning French

Rieken, Elizabeth Grace

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https://hdl.handle.net/2142/19732

Description

Title
The effect of feedback on the frequency and accuracy of use of the 'Passe compose' by field-independent and field-dependent students of beginning French
Author(s)
Rieken, Elizabeth Grace
Issue Date
1991
Doctoral Committee Chair(s)
Hadley, Alice Omaggio
Department of Study
French
Discipline
French
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
  • Education, Language and Literature
  • Language, Modern
Language
eng
Abstract
  • This study investigates the effect of three feedback conditions on the frequency and accuracy of use of the passe compose by high school students of beginning French who differed in the cognitive style dimension of field independence/field dependence. Three feedback groups (no corrective feedback, implicit corrective feedback, and explicit corrective feedback) completed a series of compositions and revisions over a six-week period. Measures of frequency, breadth, and accuracy of use were taken from the students' first draft of their final writing.
  • Statistical analysis revealed no significant differences among the feedback groups nor between students of field independence/field dependence on the frequency, or breadth use of the passe compose. Students in the explicit feedback group did achieve higher accuracy scores than did students in the other two groups. In addition, one significant interaction effect was found, with students of low field independence in the explicit feedback group achieving a higher accuracy score on a cloze test than did students of low field independence in other feedback groups.
  • A qualitative component of the study investigated the processes students used when revising. This was accomplished through recording and transcribing introspective interviews made as students completed a revision task. The categorical data produced were analyzed by Chi-square tests. Although cell size was too small to draw strong conclusions, the data seemed to indicate that feedback type does differentially influence students to add to their writing. Feedback type also seems to affect what sources of information students use when revising.
  • Suggestions for further research include investigation of ways that students use their own interlanguage and ways that feedback may affect this process.
Type of Resource
text
Permalink
http://hdl.handle.net/2142/19732
Copyright and License Information
Copyright 1991 Rieken, Elizabeth Grace

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Dissertations and Theses - French