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"Utveckla där jag skrev utveckla": En kvalitativ studie av hur fyra svensklärare arbetar med skriftlig respons av elevtext samt elevernas upplevelser av den
Jönköping University, School of Education and Communication, HLK, School Based Research, Media, Literature and Language Didactics.
Jönköping University, School of Education and Communication, HLK, School Based Research, Media, Literature and Language Didactics.
2013 (Swedish)Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
Abstract [sv]

Studien syftar till att undersöka hur fyra svensklärare arbetar med skriftlig respons, vilka effekter den har på elevers skrivutveckling samt hur eleverna beskriver sina upplevelser av att motta respons. En kvalitativ metod har använts genom att fyra svensklärare på högstadiet har intervjuats. Därefter gjordes gruppintervjuer med fyra av respektive lärarrespondents elever. Intervjuerna analyserades och data kategoriserades i syfte att få svar på studiens frågeställningar, vilka är:

• Vad beskriver lärarna att de fokuserar på i den skriftliga respons de ger till eleverna, på vilket sätt ger de respons och varför?

• Vilka effekter beskriver lärarna att deras skriftliga respons har på elevernas skrivutveckling?

• Hur beskriver eleverna sina upplevelser kring den respons de ges på sina skriftliga framställningar?

Resultatet visar att lärarna arbetar med tre typer av respons: slutkommentarer, matriser och markeringar i elevtexten. Det sistnämnda upplever eleverna som störande. Lärarna kommenterar huvudsakligen på innehåll och genreanpassning. Det framkommer att lärarna inte har en klar uppfattning om vilka effekter deras respons har på deras elevers skrivutveckling. Eleverna uppskattar att få berömmande kommentarer. Däremot är inte matriserna och slutkommentarerna lika uppskattade då eleverna upplever språket i dessa som svårbegripligt. Dock är eleverna huvudsakligen intresserade av vilket betyg deras produkt uppnått, vilket gör att kommentaren förlorar sitt värde. Eleverna upplever även att responsen inte utvecklar deras skrivförmåga. Detta beror dels på att responsen saknar instruktioner angående hur eleverna ska utvecklas och dels för att ett system för hur de ska spara den skriftliga responsen saknas.

Abstract [en]

The purpose of this study is to investigate how four teachers of the Swedish language apply their written feedback on their students’ assignments, what different effects it has on students’ writing process and how they describe their experiences of receiving the feedback. A qualitative method has been used by interviewing four teachers at a senior level school, thereafter interviewing their pupils by dividing them into four groups of four. Furthermore, the interviews were analyzed and data was categorized with the purpose of answering the question formulations of the study, which are:

• According to the teachers’ descriptions, what is their main focus of the written feedback they apply on their students’ assignments, in which way and why?

• What effects do the teachers describe that their written feedback has on the students writing process?

• How do the students describe their experiences of receiving feedback on their written assignments?

The results show that the teachers work with three types of feedback: final comments, templates and marks in the text. The latter is considered disturbing according to the students. The teachers mainly give feedback based on the content and how well the student has interpreted a certain genre. The conclusion is that the teachers do not have the proper awareness of the effects of their feedback on their students writing processes. Furthermore, the students clearly state they appreciate compliments on their assignments. However they find them difficult to understand due to the challenging language in the feedback. They also state the final grade to be more valued than the teachers’ final comments, resulting in the feedback losing its value. Also to be stated is that the students find that the response of their teachers does not develop their writing skills. This is due to the fact that the feedback lacks information on how to further improve and develop their skills, and also since there is no system for saving the different types of feedback.

Place, publisher, year, edition, pages
2013. , 37 p.
Keyword [en]
written feedback, feedback, student text, writing process, Swedish language teaching.
Keyword [sv]
skriftlig respons, återkoppling, elevtext, skrivundervisning, skrivprocess, svenskundervisning.
National Category
Humanities
Identifiers
URN: urn:nbn:se:hj:diva-23721OAI: oai:DiVA.org:hj-23721DiVA: diva2:713555
Subject / course
HLK, Swedish Language and Literature
Supervisors
Examiners
Available from: 2014-06-02 Created: 2014-04-23 Last updated: 2014-06-02Bibliographically approved

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