TABLE OF CONTENTS
LIST OF TABLES
LIST OF FIGURES
INTRODUCTION
1. Rationale for the study
2. Aims of the study
3. Research questions
4. Scope of the study
5. Definitions of terms
6. Significance of the study
CHAPTER ONE: LITERATURE REVIEW
I.1. Theoretical background to the writing process-based approach
and revision in the writing process
I.1.1. A new paradigm shift to writing process approach
I.1.2. Flower and Hayes’ (1981) Model
I.1.3. Bereiter and Scardamalia’s (1987) Model
I.1.4. White and Arndt’s (1991) Framework
I.2. Revision in the writing process approach
I.3. Feedback on students’ writing
I.4. Forms of teacher feedback
I.5. The different degrees of explicitness of error correction
I.5.1. The most explicit correction (Direct feedback)
I.5.2. Less explicit correction (Coded feedback)
I.5.3. The least explicit correction (Uncoded feedback)
I.6. Effects of teacher feedback
I.7. Recommended pattern of content followed by form feedback
I.8. Students’ perspectives, practices, and problems regarding error
feedback
CHAPTER TWO: METHODS OF THE STUDY
II.1. Introduction to Writing II course
II.2. Participants
II.3. Methods of data collection
II.3.1. Attitude questionnaire
II.3.2. Interview
II.4. Teacher feedback used in the study
II.4.1. Content feedback used in the present study
II.4.2. Form feedback used in the present study
II.5. Data analysis
CHAPTER THREE: RESULTS AND DISCUSSIONS
III.1. Research question 1: What is the students’ attitude towards the
different types of teacher written feedback?
III.1.1. The students’ attitude towards the writing assignments
III.1.2. The students’ attitude towards different types of teacher
written feedback
III.2. Research question 2: To what extent are the different types of
teacher written feedback understood by the students?
III.3. Research question 3: How do the students respond to the different
types of teacher written feedback?
III.4. Other findings: Do the students of different proficiency levels have
different perspectives on different types of teacher written feedback?
III.5. Discussion
III.5.1. Writing assignments
III.5.2. Direct feedback
III.5.3. Coded feedback
III.5.4. Uncoded feedback
CHAPTER FOUR: RECOMMENDATIONS
CONCLUSION
1. Conclusion
2. Limitations of the study present study
3. Recommendations for further studies
REFERENCES
APPENDICES