EFFECTS OF DIRECT AND INDIRECT FEEDBACK STRATEGIES ON STUDENTS’ ENGLISH WRITING PERFORMANCE AT COLLEGES OF EDUCATION IN ZAMFARA STATE, NIGERIA

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dc.contributor.authorMUHAMMAD, Shafaatu Anka
dc.date.accessioned2021-06-08T14:37:12Z
dc.date.available2021-06-08T14:37:12Z
dc.date.issued2020-01
dc.descriptionA DISSERTATION SUBMITTED TO THE SCHOOL OF POSTGRADUATE STUDIES AHMADU BELLO UNIVERSITY IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF A MASTER DEGREE IN TEACHING ENGLISH AS A SECOND LANGUAGE DEPARTMENT OF ARTS AND SOCIAL SCIENCE EDUCATION, FACULTY OF EDUCATION, AHMADU BELLO UNIVERSITY, ZARIA, NIGERIAen_US
dc.description.abstractThis study investigated the effects of direct and indirect feedback strategies on English students essay writing performance at two colleges of education in Zamfara State, Nigeria. The aim of this study was to investigate students writing performance taught by direct and indirect feedback strategies at Colleges of Education in Zamfara State. Some of the objectives were to assess the difference in the mean of content, organization, expression and mechanical accuracy performance scores of students taught writing skill by direct feedback and indirect feedback strategies at the Colleges. The Research design adopted for this study was quasi experimental design. The population of the study is 431 and this consisted of NCE II English students of two Colleges of Education. A total of 60 students were selected 30 from each college through multi stage sampling technique. The students were divided into Experimental Group 1 and 2. Instrument for data collection was a narrative writing topic. The WAEC and NECO scoring procedure was adopted on students‟ essays. Some of the findings of this study were that a significant difference was found in mechanical accuracy and whole writing performances of students taught writing by direct feedback than those taught by indirect feedback at the Colleges. The study concluded that students given direct feedback performed better than those given indirect feedback on the four components of writing and the overall writing performance. Therefore the study recommended that direct and indirect feedback strategies should be given to students on content and organization component of writing. Similarly, direct feedback should be given to the students on expression, mechanical accuracy and overall writing performance.en_US
dc.identifier.urihttp://hdl.handle.net/123456789/12434
dc.language.isoenen_US
dc.subjectEFFECTS,en_US
dc.subjectDIRECT and INDIRECT FEEDBACK STRATEGIES,en_US
dc.subjectSTUDENTS’,en_US
dc.subjectENGLISH WRITING PERFORMANCE,en_US
dc.subjectCOLLEGES,en_US
dc.subjectEDUCATION,en_US
dc.subjectZAMFARA STATE,en_US
dc.subjectNIGERIA.en_US
dc.titleEFFECTS OF DIRECT AND INDIRECT FEEDBACK STRATEGIES ON STUDENTS’ ENGLISH WRITING PERFORMANCE AT COLLEGES OF EDUCATION IN ZAMFARA STATE, NIGERIAen_US
dc.typeThesisen_US
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