The Effect of Meaning-focused Feedback on Students’ Essay Writing: An Expirimental Study
Keywords:Meaning-focused feedback, Essay writing, Writing achievement, Writing components
The purpose of the paper was to look for the effects of Meaning-focused feedback on learners’ writing performance. Ninety students from two sections were set in experimental and control group. Random sampling was employed to assign the subjects of the study. Data collection tool contained writing component rubrics, writing achievement pretest and posttest and was analyzed by independent samples t-test. The finding showed that learners developed their writing performance after experiment. Writing achievement results portrayed statistically significant differences between experimental and control group which favor towards implementing meaning-focused feedback in improving students’ essay writing achievement in content, organization, cohesion and vocabulary components.
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