TEACHER FEEDBACK AND PEER FEEDBACK IN ESL WRITING CLASSES
Mualliflar
Karimberganova Mahfuza Matyaqub qizi
Safarova Mashhura Dilmurodovna
Nashr haqida ma'lumot
Metrikalar
Annotatsiya
This study investigates students’ perceptions of teacher feedback and peer feedback in English as a Second Language (ESL) writing classes. Feedback is widely recognized as an essential component in improving students’ writing performance, motivation, and engagement. The purpose of this research was to examine students’ preferences for different types of feedback and their impact on the learning experience. A quantitative research design was employed, and data were collected through a structured questionnaire consisting of multiple-choice and Likert-scale items. The participants were 20 undergraduate students at an intermediate level of English proficiency; however, only 14 valid responses were analyzed. The data were examined using descriptive statistics, including percentages and frequency distribution
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Adabiyotlar ro'yxati
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