Please use this identifier to cite or link to this item: https://scholarbank.nus.edu.sg/handle/10635/155987
Title: LITERACY ACQUISITION AND FEEDBACK: AN INVESTIGATION ON THE EFFECTS OF FORM-BASED FEEDBACK AND CONTENT-BASED FEEDBACK ON THE ENGLISH WRITING OF HARD-OF-HEARING STUDENTS IN SINGAPORE
Authors: TAY SOK LI
Issue Date: 15-Apr-2019
Citation: TAY SOK LI (2019-04-15). LITERACY ACQUISITION AND FEEDBACK: AN INVESTIGATION ON THE EFFECTS OF FORM-BASED FEEDBACK AND CONTENT-BASED FEEDBACK ON THE ENGLISH WRITING OF HARD-OF-HEARING STUDENTS IN SINGAPORE. ScholarBank@NUS Repository.
Abstract: This thesis attempts to investigate into the effects of feedback on the English writing of hard-of-hearing students in Singapore, particularly the form-based feedback and content-based feedback. To do this, this study recruited three hardof- hearing students aged between 13 and 17 studying in a mainstream secondary school in Singapore. The participants were subject to two types of feedback intervention (form-based and content-based) twice, over the course of four sessions held over three weeks. They were required to write pre-intervention and post-intervention essays and the differences in text quality were measured after the feedback intervention was applied. This thesis set out to answer two hypotheses: all participants would see improvement in text quality regardless of the type of feedback given; the greatest improvement of text quality would be found under the content-based feedback intervention. The results of this study confirms the hypotheses that feedback is beneficial for the hard-of-hearing students’ writing performance, and that content-based feedback would lead to the greatest improvement, as compared to form-based feedback.
URI: https://scholarbank.nus.edu.sg/handle/10635/155987
Appears in Collections:Bachelor's Theses

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