Date of Award

4-2025

Document Type

Thesis

Degree Name

Master of Education (Curriculum and Instruction)

Department

Curriculum and Methods of Instruction

First Advisor

Jamie Costley

Abstract

This study explores how rubric-based feedback influences the writing development of English as a Foreign Language (EFL) learners, with a particular focus on their revision practices, learning transfer, and the challenges they face with cognitive overload. The research was carried out in a high school context in the United Arab Emirates (UAE), aiming to understand the real impact of structured feedback on students’ writing performance.

Twenty Arabic-speaking students participated in the study, completing four essay writing tasks over eight weeks. These included a pre-test, two feedback-supported drafts, and a post-test. Their essays were assessed using an analytic rubric designed to evaluate key areas of writing, such as grammar, sentence structure, cohesion and coherence, content relevance, and clarity of expression. To gain a fuller understanding, the study combined quantitative analysis (paired t-tests and regression analysis) with qualitative examination of students' writing and feedback responses.

The findings showed that while students made noticeable improvements in their revisions, the progress varied across different aspects of writing. Feedback related to cohesion and coherence seemed to have a more lasting impact, while grammar-related feedback often led to immediate corrections but less evidence of long-term retention. The study also found that students sometimes struggled with cognitive overload, especially when presented with too much feedback at once.

Moreover, the qualitative analysis uncovered traces of first-language (L1) influence, particularly in sentence structuring and transitions, which reflects the unique challenges Arabic-speaking learners encounter when writing in English. Drawing on these insights, the study offers practical recommendations for classroom practice, emphasizing the need to balance the amount and type of feedback provided, while also being mindful of students' cognitive capacity and linguistic background.

Arabic Abstract


ﺗﺄﺛﯾر اﻟﺗﻐذﯾﺔ اﻟراﺟﻌﺔ اﻟﻣﻌﺗﻣدة ﻋﻠﻰ اﻟﻘواﻋد اﻟﺗﻘﯾﯾﻣﯾﺔ ﻋﻠﻰ ﻛﻔﺎءة اﻟﻛﺗﺎﺑﺔ ﺑﺎﻟﻠﻐﺔ اﻹﻧﺟﻠﯾزﯾﺔ ﻛﻠﻐﺔ أﺟﻧﺑﯾﺔ: ﺗﺣﻠﯾل ﻻﺳﺗراﺗﯾﺟﯾﺎت اﻟﺗﻌﻠم واﻟﺗﺣﻣﯾل اﻟﻣﻌرﻓﻲ

ﺗﺴﺘﻜﺸﻒ ھﺬه اﻟﺪراﺳﺔ ﺗﺄﺛﯿﺮ اﻟﺘﻐﺬﯾﺔ اﻟﺮاﺟﻌﺔ اﻟﻤﺴﺘﻨﺪة إﻟﻰ اﻟﻤﻌﺎﯾﯿﺮ اﻟﺘﻘﯿﯿﻤﯿﺔ ﻋﻠﻰ ﻣﮭﺎرات اﻟﻜﺘﺎﺑﺔ ﻟﺪى ﻣﺘﻌﻠﻤﻲ اﻟﻠﻐﺔ اﻹﻧﺠﻠﯿﺰﯾﺔ ﻛﻠﻐﺔ أﺟﻨﺒﯿﺔ ﻣﻊ اﻟﺘﺮﻛﯿﺰ ﻋﻠﻰ ﻣﮭﺎرات اﻟﻤﺮاﺟﻌﺔ، اﻧﺘﻘﺎل اﻟﺘﻌﻠﻢ، واﻟﻌﺐء اﻟﻤﻌﺮﻓﻲ وﻋﻠﻰ اﻟﺮﻏﻢ ﻣﻦ اﻻﺳﺘﺨﺪام اﻟﻮاﺳﻊ ﻟﮭﺬا اﻟﻨﻮع ﻣﻦ اﻟﺘﻘﯿﯿﻢ، ﻻ ﯾﺰال ھﻨﺎك ﺟﺪل ﺣﻮل ﻣﺪى ﻓﺎﻋﻠﯿﺘﮫ ﻋﻠﻰ اﻟﻤﺪى اﻟﻄﻮﯾﻞ، ﺧﺎﺻﺔ ﻓﯿﻤﺎ ﯾﺘﻌﻠﻖ ﺑﺄﻧﻮاع اﻟﺘﻐﺬﯾﺔ اﻟﺮاﺟﻌﺔ اﻟﺘﻲ ﺗﺆدي إﻟﻰ ﺗﺤﺴﯿﻨﺎت ﻣﺴﺘﺪاﻣﺔ ﻣﻘﺎﺑﻞ ﺗﺼﺤﯿﺤﺎت ﻣﺆﻗﺘﺔ ﻓﻘﻂ.

ﺗﮭﺪف ھﺬه اﻟﺪراﺳﺔ إﻟﻰ ﺗﺤﻠﯿﻞ ﺗﺄﺛﯿﺮ اﻟﺘﻐﺬﯾﺔ اﻟﺮاﺟﻌﺔ اﻟﻤﺴﺘﻨﺪة إﻟﻰ اﻟﻤﻌﺎﯾﯿﺮ اﻟﺘﻘﯿﯿﻤﯿﺔ ﻋﻠﻰ ﺗﺤﺴﯿﻦ ﻣﮭﺎرات اﻟﻤﺮاﺟﻌﺔ اﻟﻔﻮرﯾﺔ وﻗﺪرة اﻟﻄﻼب ﻋﻠﻰ اﻻﺣﺘﻔﺎظ ﺑﻤﮭﺎرات اﻟﻜﺘﺎﺑﺔ ﻋﻠﻰ اﻟﻤﺪى اﻟﻄﻮﯾﻞ ﻛﻤﺎ ﺗﺴﻌﻰ إﻟﻰ ﺗﺤﺪﯾﺪ أﻛﺜﺮ أﻧﻮاع اﻟﺘﻐﺬﯾﺔ اﻟﺮاﺟﻌﺔ ﻓﺎﻋﻠﯿﺔ وﻣﻌﺮﻓﺔ ﺗﺄﺛﯿﺮ ﺣﺠﻢ اﻟﻤﻼﺣﻈﺎت اﻟﺘﺼﺤﯿﺤﯿﺔ ﻋﻠﻰ أداء اﻟﻄﻼب.

اﺳﺘﺨﺪﻣﺖ اﻟﺪراﺳﺔ ﺗﺼﻤﯿﻤًﺎ ﺷﺒﮫ ﺗﺠﺮﯾﺒﻲ ﻟﻤﺠﻤﻮﻋﺔ واﺣﺪة ﺑﻤﺸﺎرﻛﺔ ﻋﺸﺮﯾﻦ طﺎﻟﺒًﺎ ﻓﻲ اﻟﻤﺮﺣﻠﺔ اﻟﺜﺎﻧﻮﯾﺔ ﻣﻦ اﻟﻨﺎطﻘﯿﻦ ﺑﺎﻟﻌﺮﺑﯿﺔ ﻓﻲ اﻹﻣﺎرات وﻗﺪ ﻛﺘﺐ اﻟﻤﺸﺎرﻛﻮن أرﺑﻌﺔ ﻣﻘﺎﻻت رأي )اﺧﺘﺒﺎر ﺗﻤﮭﯿﺪي، ﻣﺴﻮدﺗﺎن ﻣﺪﻋﻮﻣﺘﺎن ﺑﺎﻟﺘﻐﺬﯾﺔ اﻟﺮاﺟﻌﺔ، واﺧﺘﺒﺎر ﻧﮭﺎﺋﻲ(. ﺗﻢ ﺗﻘﯿﯿﻢ ﻛﺘﺎﺑﺎﺗﮭﻢ ﺑﺎﺳﺘﺨﺪام ﻣﻨﻈﻮﻣﺔ ﺗﻘﯿﯿﻢ ﺗﺤﻠﯿﻠﻲ ﻣﻜﻮن ﻣﻦ 25 ﻧﻘﻄﺔ ﯾﻘﯿﺲ دﻗﺔ اﻟﻘﻮاﻋﺪ، ﺑﻨﺎء اﻟﺠﻤﻠﺔ، اﻟﺘﻤﺎﺳﻚ واﻟﺘﺮاﺑﻂ، ﻣﻼءﻣﺔ اﻟﻤﺤﺘﻮى، ووﺿﻮح اﻟﺘﻌﺒﯿﺮ واﻟﺘﺤﻠﯿﻞ اﻟﻨﻮﻋﻲ. ﺗﻢ ﺗﺤﻠﯿﻞ اﻟﺒﯿﺎﻧﺎت ﺑﺎﺳﺘﺨﺪام اﻻﺧﺘﺒﺎرات اﻹﺣﺼﺎﺋﯿﺔ.

أظﮭﺮت اﻟﻨﺘﺎﺋﺞ أن اﻟﻄﻼب ﺣﻘﻘﻮا ﺗﺤﺴﻨﺎً ﻣﻠﺤﻮظﺎً ﻓﻲ ﻣﺮاﺟﻌﺎﺗﮭﻢ اﻟﻜﺘﺎﺑﯿﺔ، إﻻ أن ھﺬا اﻟﺘﺤﺴﻦ ﺗﻔﺎوت ﺑﯿﻦ اﻟﺠﻮاﻧﺐ اﻟﻤﺨﺘﻠﻔﺔ ﻟﻠﻜﺘﺎﺑﺔ. ﻓﻘﺪ ﻛﺎن أﺛﺮ اﻟﺘﻐﺬﯾﺔ اﻟﺮاﺟﻌﺔ اﻟﻤﺘﻌﻠﻘﺔ ﺑﺎﻟﺘﻤﺎﺳﻚ واﻟﺘﺮاﺑﻂ أﻛﺜﺮ اﺳﺘﺪاﻣﺔ، ﻓﻲ ﺣﯿﻦ ﻛﺎن أﺛﺮ اﻟﺘﻐﺬﯾﺔ اﻟﺮاﺟﻌﺔ اﻟﻤﺘﻌﻠﻘﺔ ﺑﺎﻟﻘﻮاﻋﺪ اﻟﻨﺤﻮﯾﺔ أﻛﺜﺮ ﻓﻮرﯾﺔ وﻟﻜﻨﮫ أﻗﻞ ﺑﻘﺎء ً ﻋﻠﻰ اﻟﻤﺪى اﻟﻄﻮﯾﻞ. ﻛﻤﺎ ﻛﺸﻔﺖ اﻟﻨﺘﺎﺋﺞ أن اﻟﻄﻼب واﺟﮭﻮا أﺣﯿﺎﻧﺎً ﺻﻌﻮﺑﺔ ﻓﻲ اﻟﺘﻌﺎﻣﻞ ﻣﻊ ﻋﺐء اﻟﻤﻌﻠﻮﻣﺎت اﻟﻨﺎﺗﺞ ﻋﻦ ﻛﺜﺎﻓﺔ اﻟﺘﻐﺬﯾﺔ اﻟﺮاﺟﻌﺔ، ﻣﻤﺎ أﺛﺮ ﻋﻠﻰ ﻗﺪرﺗﮭﻢ ﻋﻠﻰ إﺟﺮاء ﻣﺮاﺟﻌﺎت ﻋﻤﯿﻘﺔ وﻓﻌﺎﻟﺔ. ﺧﺎﺻﺔ ﻓﻲ ﺑﻨﺎء اﻟﺠﻤﻞ وأﺳﺎﻟﯿﺐ اﻻﻧﺘﻘﺎل ﺑﯿﻦ اﻷﻓﻜﺎر، (L1) ﻛﻤﺎ أظﮭﺮ اﻟﺘﺤﻠﯿﻞ اﻟﻜﯿﻔﻲ آﺛﺎراً واﺿﺤﺔ ﻟﺘﺪﺧﻞ اﻟﻠﻐﺔ اﻷم ﻣﻤﺎ ﯾﻌﻜﺲ اﻟﺘﺤﺪﯾﺎت اﻟﻔﺮﯾﺪة اﻟﺘﻲ ﯾﻮاﺟﮭﮭﺎ اﻟﻤﺘﻌﻠﻤﻮن اﻟﻨﺎطﻘﻮن ﺑﺎﻟﻌﺮﺑﯿﺔ ﻋﻨﺪ اﻟﻜﺘﺎﺑﺔ ﺑﺎﻟﻠﻐﺔ اﻹﻧﺠﻠﯿﺰﯾﺔ. وﺑﻨﺎءً ﻋﻠﻰ ھﺬه اﻟﻨﺘﺎﺋﺞ، ﺗﻘﺪم اﻟﺪراﺳﺔ ﻣﺠﻤﻮﻋﺔ ﻣﻦ اﻟﺘﻮﺻﯿﺎت اﻟﻌﻤﻠﯿﺔ اﻟﺘﻲ ﻗﺪ ﺗﺴﮭﻢ ﻓﻲ ﺗﺤﺴﯿﻦ ﻣﻤﺎرﺳﺎت اﻟﺘﻐﺬﯾﺔ اﻟﺮاﺟﻌﺔ ﻓﻲ ﻓﺼﻮل ﺗﻌﻠﯿﻢ اﻟﻠﻐﺔ اﻹﻧﺠﻠﯿﺰﯾﺔ، ﻣﻊ اﻟﺘﺄﻛﯿﺪ ﻋﻠﻰ أھﻤﯿﺔ ﺗﺤﻘﯿﻖ ﺗﻮازن ﺑﯿﻦ ﻛﻤﯿﺔ وﻧﻮﻋﯿﺔ اﻟﺘﻐﺬﯾﺔ اﻟﺮاﺟﻌﺔ اﻟﻤﻘﺪﻣﺔ، وﻣﺮاﻋﺎة ﻗﺪرة
اﻟﻄﻼب اﻟﻤﻌﺮﻓﯿﺔ وﺧﻠﻔﯿﺎﺗﮭﻢ اﻟﻠﻐﻮﯾﺔ.

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