Earticle

초록

영어

The present study was initiated in order to understand the impact of corrective feedback(CF) with and without individual conferences, given after formative assessments concerning the learning of grammar. A total of 35 college students participated, and they were randomly assigned to the control group and the experimental group. The findings showed that the scores of the posttest of the two groups were higher than the pretest. However, the mean score of the experimental group was higher than that of the control group. The results imply that the CF itself was effective for grammar learning. Even more effective was the combination of the CF with the individual conferences. The individual conferences, added to the explicit written comments with respect to the formative assessment, proved to be the keys to provide the students with the opportunities for clarification and questions. Additionally, the results also showed that the formative assessment enabled the students to check their progress and their comprehension of grammar in classes which, in turn, aided the students in learning grammar more effectively.

목차

Abstract
 1. Introduction
 2. Literature Review
  2.1. Direct and Indirect Feedback
  2.2. Explicit and Implicit Feedback
  2.3. Focused vs. Unfocused Feedback
  2.4. Individual Conferencing
  2.5. Gender Differences
 3. Methods
  3.1. Participants
  3.2. Data Collection
  3.3. Procedure
 4. Data Analysis
  4.1. Pretest and Posttest Analysis
  4.2. Item Analysis
 5. Results and discussions
  5.1. Descriptive Statistics
  5.2. Results of the Paired t-Test of the Pretest and the Posttest
  5.3. Results of Female and Male Students in the Two Groups
  5.4. Correlation Analyses
  5.5. Item Difficulty
 6. Conclusion and implications
 References

저자

• Misook Kim [ 김미숙 | Kyung Hee University ]
• Tae-Ja Park [ 박태자 | Soongsil University ]
• Myoung-Ah Suh [ 서명아 | Woongji Accounting & Tax College ]

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