This present quasi experimental research that follows the time-series research design aimed at solving the problem of incoherent essays of EFL learners through the product approach. It attempted to examine the effectiveness of oral negotiated feedback in solving the problem of relational coherence. The study involved collecting quantitative data which is the scores of the students’ essays in the criterion of coherence in their Pre-Observation and Post-Observations. To enable the instructors of the experiment to give negotiated feedback, a twofold task was prepared. Firstly, a feedback form based on guided questions was developed to facilitate instructor/student and student-student negotiation and edtech tools were selected to facilitate the feedback process. The results of the experiment showed a significant improvement between the Pre-Observation and each Post-Observation. When comparing the scores of Pre-observation to Post Observation 1, Post-Observation 1 to Post-Observation 2 and Post-Observation 2 to Post Observation 3, they all had significant difference too.
FadlAllah, Naglaa. (2024). " The Effect of Negotiated Feedback Using EdTech on Improving EFL Learners’ Performance on Text Coherence". هرمس, 12(4), 59-91. doi: 10.21608/herms.2024.374615
MLA
Naglaa FadlAllah. "" The Effect of Negotiated Feedback Using EdTech on Improving EFL Learners’ Performance on Text Coherence"", هرمس, 12, 4, 2024, 59-91. doi: 10.21608/herms.2024.374615
HARVARD
FadlAllah, Naglaa. (2024). '" The Effect of Negotiated Feedback Using EdTech on Improving EFL Learners’ Performance on Text Coherence"', هرمس, 12(4), pp. 59-91. doi: 10.21608/herms.2024.374615
VANCOUVER
FadlAllah, Naglaa. " The Effect of Negotiated Feedback Using EdTech on Improving EFL Learners’ Performance on Text Coherence". هرمس, 2024; 12(4): 59-91. doi: 10.21608/herms.2024.374615
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