lnu.sePublications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
The effects of formative feedback: A quantitative study of the effects of formative feedback on written proficiency in the Swedish upper secondary school L2 writing classroom
Linnaeus University, Faculty of Arts and Humanities, Department of Languages.
2018 (English)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
Abstract [en]

This independent degree project investigates how formative feedback on written assignments affect Swedish upper secondary school pupils’ writing skills regarding form, what the effects are, and if the effects are the same for pupils in different ability bands. This was done by a time series analysis of tests where a collection of texts from pupils in different ability bands (E, C, and A) in two different classes was collected. All errors in the texts were counted and categorised, as well with the teachers’ highlighted errors on the pupils’ texts. The errors were further calculated into number of errors per 100 words due to different lengths of the texts. The results showed that there was a somewhat positive effect of the teachers’ feedback overall, and that pupils in lower ability bands processed feedback more effectively than pupils in higher ability bands. However, the results also suggested that in order to fully draw conclusions such as these, a statistical study is necessary to strengthen the results due to the low numbers in the results. The pedagogical implications found showed that teachers need to work differently with feedback for high-grade pupils. In order to do so, teacher education programs must emphasise this and address to teachers how to do this.

Place, publisher, year, edition, pages
2018. , p. 57
Keywords [en]
Formative feedback, corrective feedback, L2 writing, Sweden, direct, indirect, metalinguistic, error
Keywords [sv]
Formativ feedback, korrektiv feedback, L2 skrift, Sverige, direkt, indirekt, metalingvistisk, fel
National Category
General Language Studies and Linguistics
Identifiers
URN: urn:nbn:se:lnu:diva-75282OAI: oai:DiVA.org:lnu-75282DiVA, id: diva2:1214698
Subject / course
English
Educational program
Teacher Education Programme for Upper Secondary School, 300/330 credits
Supervisors
Examiners
Available from: 2018-06-07 Created: 2018-06-07 Last updated: 2018-06-07Bibliographically approved

Open Access in DiVA

fulltext(1184 kB)25 downloads
File information
File name FULLTEXT01.pdfFile size 1184 kBChecksum SHA-512
5615423ba00babb4fbbad0072b672b23ed7419539cfda5503c3b7feca3f8f2d11aac4944c16493210cf5dafa1c2556f028cdacf39ae1033b64817b89398a217f
Type fulltextMimetype application/pdf

By organisation
Department of Languages
General Language Studies and Linguistics

Search outside of DiVA

GoogleGoogle Scholar
Total: 25 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

urn-nbn

Altmetric score

urn-nbn
Total: 65 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf