Using comments and track changes in developing the writing skill: learners' attitude toward corrective feedback
by Ali AbuSeileek
International Journal of Learning Technology (IJLT), Vol. 8, No. 3, 2013

Abstract: This study investigated undergraduate learners' attitude toward using modes of comments and track changes in giving and receiving peer corrective feedback while writing. A quantitative and qualitative study design based on two instruments was used. The first instrument was a five-point Likert scale which included ten modes of commenting and track changes and their ten features. The other is an open-ended question survey about the advantages, disadvantages, and development of modes of commenting and track changes in writing. Participants consisted of one group which was taught for ten sessions, and they used only one mode of commenting and track changes in each session. Results from the quantitative and qualitative analysis revealed that students have a positive attitude toward using some modes of commenting and track changes in writing (marginal comments and inline track changes, inline track changes, marginal comments, inline comments, and inline footnote/endnote) as they help them to develop their writing skill. However, they did not feel comfortable about the others (horizontal reviewing panel, vertical reviewing panel, marginal track changes, and bottom footnote/endnote) and reported that they do not enhance their writing performance. Suggestions for developing modes of commenting and track changes and their use in developing the writing skill were presented.

Online publication date: Mon, 31-Mar-2014

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