The effect of feedback on the frequency and accuracy of use of the 'Passe compose' by field-independent and field-dependent students of beginning French

This study investigates the effect of three feedback conditions on the frequency and accuracy of use of the passe compose by high school students of beginning French who differed in the cognitive style dimension of field independence/field dependence. Three feedback groups (no corrective feedback, implicit corrective feedback, and explicit corrective feedback) completed a series of compositions and revisions over a six-week period. Measures of frequency, breadth, and accuracy of use were taken from the students' first draft of their final writing.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

French

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2011

Author dc:creator

• Rieken, Elizabeth Grace

Contributors dc:contributor

• Hadley, Alice Omaggio

• Education, Language and Literature
• Language, Modern

Statement dc:rights

• Copyright 1991 Rieken, Elizabeth Grace

Language dc:language

eng

Identifier

AAI9210966
(UMI)AAI9210966

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/19732