A Program Based on Dual Coding Theory and Dynamic Written Corrective Feedback to Develop Prep School Students’ EFL Writing Performance, Vocabulary Retention and Self-Efficacy
DOI:
https://doi.org/10.48047/8snksn42Keywords:
Dual Coding Theory, Dynamic Written Corrective Feedback, EFL writing performance, EFL vocabulary retention, EFL writing self-efficacyAbstract
The present study explored the impact of an instructional program grounded in Dual Coding Theory (DCT) and Dynamic Written Corrective Feedback (DWCF) on enhancing preparatory school learners’ English as a foreign language (EFL) writing skills, vocabulary retention, and writing self-efficacy. The participants were sixty second-year preparatory students
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References
Bakri, H., T. (2018). The Effect of Dynamic Written Corrective Feedback on Saudi EFL Students’ Writing Accuracy: A Four-Week Study. PH.D. Thesis. Indiana University of Pennsylvania. ProQuest Dissertations. UMI Number: 10838998
Bruning, R., Dempsey, M., McKim, C., Kauffman, D. F. & Zumbrunn, S. (2013). Examining Dimensions of Self-Efficacy for Writing. Journal of Educational Psychology, 105(1), 25–38. American Psychological Association. https://www.researchgate.net/publication/258111166
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