الفهرس 
The Efficacy of Feedback based on Learning Styles on Developing the Faculty of Education Students’ English Essays
AbstractOnly 14 pages are availabe for public view
 |  | from | 214 |  |  |
| | | from | 214 | | |
Abstract
This dissertation{u2019}s primary objective is investigating the difficulties faced by EFL students in essay writing as well as the efficacy of giving feedback based on learners’ learning styles in developing English essay writing. A pre-test has been administered to examine students’ knowledge in their writings. Data driven from the pre-test has confirmed students{u2019} poorness in essay writing. Administering a learning styles’ questionnaire was done to 75 students to divide them according to their own learning styles. Data driven from the questionnaire has divided students into two main groups;40 students (Reflectors /theorists and 35 Pragmatists /activists). Thus, the researcher made a checklist of essay writing and types of feedback that are adequate to the university stage to be given based on their learning styles while teaching essay writing. A quasi experimental study has been conducted including two experimental groups.The results of the post-test have confirmed the hypothesis that a strong linear correlation exists between essay writing, giving feedback and learning styles. Both groups have performed in writing better because it is matched with their learning styles. Pragmatists /Activists responded positively to the oral feedback more than the written one, whereas reflectors /theorists responded positively to the written feedback better than the oral one