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[영어교육]통계 Article summary

저작시기 2006.12 |등록일 2006.12.29 한글파일한글 (hwp) | 22페이지 | 가격 15,000원

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7편의 영어교육 통계관련 article 요약

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Article Summary #1

T-test in
Tim Ashwell. (2000). Patterns of Teacher Response to Student Writing in a Multiple-Draft Composition Classroom: Is Content Feedback Followed by Form Feedback the Best Method?. Journal of Second Language Writing, 9(3), 227-257.

Ⅰ. Summary of the Research
Ⅱ. Statistic Analysis - T-test
Ⅲ. My Own Conclusion

Article Summary #2

One-way and two-way ANOVAs in
Miyoko Kobayashi. (2002). Method Effects on Reading Comprehension Test Performance: text organization and response format. Language Testing, 19(2), 193-220.

Article Summary #3

Factorial ANOVA in
Choi, Yeon-Hee. (2000). Effects of Writing Test Tasks on Learner Performance and Rating. English Teaching, 55(3), 217-245.

Article Summary #4

Chi-Square in
Nathan T. Carr. (2006). The Factor Structure of Test Task Characteristics and Examinee Performance. Language Testing, 23, 269-287.

Article Summary #5

Pearson Correlation in
J. Charles Alderson & Ari Huhta. (2005). The Summary of The Development of a Suite of Computer-based Diagnostic Tests Based on the Common European Framework. Language Testing, 22, 301-321.

Article Summary #1

T-test in
Song, Mi-Jung. (1998). Types of Written Feedback and Its Relationship with Improvement in Writing English Composition. English Teaching, 53(2), 135-156.

Article Summary #2

One-way ANOVA in
Tim Ashwell. (2000). Patterns of Teacher Response to Student Writing in a Multiple-Draft Composition Classroom: Is Content Feedback Followed by Form Feedback the Best Method?. Journal of Second Language Writing, 9(3), 227-257.

본문내용

Ⅰ. Summary of the Research

This study challenged the idea of the feedback pattern to deal with form after content, which is usually recommended within a process writing approach, and so it set a goal to see if giving feedback followed by form feedback would bring about a greater improvement in student writing than by using other patterns of response. the research questions asked were whether the content-then-form feedback superior to other patterns in terms of the improvement it causes in student writing and whether it is necessary to separate form and content feedback and to give them at different stages in the writing process.
The research got 50 students in two writing classes at a Japanese university to participate in the experiment. They were at the same level of instruction and were the first writing classes the student had taken at the university. Students produced a first draft (D1), a second draft (D2), and a final version (D3) of a single composition in the writing
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