Earticle

초록

영어

Error-correction feedback research has focused mostly on how students perceive their teachers’ feedback but much less has been done to ascertain L2 writing teachers’ perceptions of their own feedback practice. To address this research gap, three research questions were investigated: (1)what the quantity of teacher-written feedback is according to the type of feedback, (2)what the relationship is between students’ perceptions of teacher-written feedback and teacher self-assessment, and (3)what the relationship is between teacher self-assessment and their actual practice. Analyses of the survey data and students’ writing tasks with teacher-written feedback showed that the teacher’s self-assessment and students’ perceptions did not match well and the students perceived receiving more feedback than the teacher perceived giving. The accuracy of the teacher self-assessment was not high indicating that the teacher may not be completely aware of his own feedback practice. More importantly, the teacher provided more local feedback than global issues, which was different from what he perceived himself doing. Finally, the results and possible implications pertaining to ways to improve current error correction practices were discussed.

목차

Abstract
 1. 들어가기
 2. 문헌조사
  2.1. 오류수정 피드백에 대한 학습자의 선호도와 반응
  2.2. 강의자의 인식에 의한 자기평가
  2.3. 강의자 오류수정 피드백의 실제
 3. 연구 방법론
  3.1. 연구 참가자
  3.2. 연구절차
 4. 데이터 분석
  4.1. 설문지
  4.2. 강의자의 실제 오류수정 피드백
 5. 분석결과
  5.1. 연구질문 1
  5.2. 연구질문 2
  5.3. 연구질문 3
 6. 논의 및 제언
 참고문헌
 부록

저자

• 한영주 [ Young-Ju Han | 영산대학교 ]

참고문헌