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首页> 外文期刊>Procedia - Social and Behavioral Sciences >The interface between English teachers’ sense of efficacy and their feedback on learners’ writing, and learners’ writing achievement
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The interface between English teachers’ sense of efficacy and their feedback on learners’ writing, and learners’ writing achievement

机译：英语老师的效能感与他们对学习者写作和学习成绩的反馈之间的接口

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Given that providing feedback for learners’ writings is a crucial and meaningful task for language teachers, the researcher intended to study the impact of the perceived sense of efficacy of the language on their practice in responding to learners’ writings. To this end, a questionnaire of self efficacy was administered to 10 female teachers of advanced level. They were divided into two groups of teachers with high versus low sense of efficacy. In addition, 157 homogenized subjects who were already enrolled in these teachers’ English classrooms were selected for the study. The teachers assigned a writing task with the same topic to their learners. The papers were collected and checked by the teachers the following session. Then the researcher analyzed the number and the type of the feedback points given on each paper. Afterwards a post test was administered to determine their writing achievement. Based on the results, the relationship between English teachers’ sense of efficacy and the feedbacks on form and content of the writings and also those in the form of general comments turned out to be statistically significant. Besides, it was shown that there was a statistically significant difference between the mean scores of the writing achievement of the students in each group.
机译：鉴于为语言学习者提供反馈是一项至关重要的任务，对于语言教师来说，这是一项至关重要的任务，因此研究人员打算研究语言的感知效能对他们回应学生的写作行为的影响。为此，对10名高级女教师进行了自我效能感调查表。他们被分为两组，具有较高的效能感和较低的效能感。此外，还选择了已经在这些老师的英语教室中报名的157个同质科目进行研究。老师向学生分配了具有相同主题的写作任务。在下届会议上，论文被教师收集和检查。然后研究人员分析了每篇论文给出的反馈点的数量和类型。然后进行后期测试以确定他们的写作成绩。根据结果​​，英语教师的效能感与对书面形式和内容以及一般评论形式的反馈之间的关系被证明具有统计学意义。此外，还表明，每组学生写作成绩的平均得分之间在统计学上有显着差异。

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