Earticle

초록

영어

The purpose of this study is to explore relationship between EFL students’ perceptions of and preference for teacher feedback and their motivation for learning English. Seventy-two undergraduate students participated and responded to the survey instrument designed to answer the research questions for this study. The findings revealed that the participants demonstrated strong motivation to receive feedback for their writing. Also, those who are highly motivated in learning English expected to get more feedback than those who are not. In addition, regardless of the participants’ level of motivation, the students showed strong preference for error correction for grammatical errors followed by word usage. However, the participants’ preference for error correction related to word usage is as high as that of grammatical error correction. Lastly, the findings indicated that both highly motivated and less motivated participants prefer explicit feedback to implicit feedback.

목차

Abstract
 1. 서론
 2. 이론적 배경
  2.1. 영어쓰기 능력과 피드백의 연관성에 관한 연구
  2.2. 교사 피드백의 효과성에 관한 연구
  2.3. 피드백에 대한 학습자들의 인식 및 태도에 관한 연구
  2.4 학습동기에 관한 연구
 3. 연구방법
  3.1. 연구 참여자
  3.2. 도구
  3.3. 자료 수집과 분석
 4. 결과
 5. 논의 및 결론
 참고문헌

키워드

영어쓰기 피드백 학습자의 인식 선호도 학습동기 영어를 외국어로 하는 학습자 writing feedback perception preference motivation EFL learner

저자

• 이상교 [ Sang Kyo Lee | 덕성여자대학교 ] 주저자
• 전지현 [ Jihyun Jeon | 부산대학교 ] 교신저자

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