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The Effects of Teacher Feedback on EFL Students’ Writing in a Korean University Class

첫 페이지 보기
  • 발행기관
    아시아영어교육학회 바로가기
  • 간행물
    The Journal of AsiaTEFL 바로가기
  • 통권
    Vol.1 No.1 (2004.03)바로가기
  • 페이지
    pp.115-130
  • 저자
    Mi-Lim Ryoo
  • 언어
    영어(ENG)
  • URL
    https://www.earticle.net/Article/A182001

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원문정보

초록

영어
I examine the inconclusive and contradictory claims about the nature and effects of teacher feedback in second language (L2) writing classrooms. An experimental study was conducted with a university EFL class in Korea. My responses and students’ writing processes were analyzed and evaluated with respect to the generalizations that Ferri (2003) derived from previous research on teacher response to L2 writing, particularly regarding the multiple-draft approach called the “process model.” The study found that the students had never experienced the multiple-draft activity. Twenty-seven out of 41 students made several drafts during the semester, showing the development of their writing skills. Eleven students submitted only one draft, which meant that they did not receive any written feedback. Three out of 41 did not submit anything. The students’ most common request for teacher feedback was for correction of errors. In the process of revisions, the students utilized the comments on grammar more than those on content and rhetorical structure.

목차

MAJOR ISSUES AND FINDINGS IN RESPONDING TO L2 WRITERS
 STUDY
  Subjects
  Process of the Study
 RESULTS AND DISCUSSION
  Teachers Should Provide Feedback on All Aspects of Student Texts, Including Content, Rhetorical Structure, Grammar, and Mechanics
  Teacher Feedback Should Be Clear and Concrete to Assist Students with Revision; At the Same Time, Teachers Need to Be Careful not to Appropriate Student Texts
  Teacher Feedback Must Take Individual and Contextual Variables into Account
  Feedback Is Most Effective When It Is Delivered at Intermediate Stages of the Writing Process
 CONCLUSION
 THE AUTHOR
 REFERENCES

저자

  • Mi-Lim Ryoo [ Busan Digital University, Korea ]

참고문헌

자료제공 : 네이버학술정보

간행물 정보

발행기관

  • 발행기관명
    아시아영어교육학회 [Asia TEFL]
  • 설립연도
    2004
  • 분야
    사회과학>교육학
  • 소개
    The goals of Asia TEFL are to promote scholarship, disseminate information, and facilitate cross-cultural understanding among persons concerned with the teaching and learning of English in Asia. In order to accomplish this, Asia TEFL will pursue the following goals: 1. To link ELT professionals in joint research on issues and concerns regarding English teaching and learning in the Asian context. 2. To publish an academic journal, The Asia TEFL Journal, as an internationally recognized journal in the field of English language teaching. 3. To host conferences and seminars addressing important issues concerning ELT in Asia. 4. To develop proficiency guidelines and assessment methods designed for the needs of the Asian context. 5. To develop programs for Asian learners and teachers of English to build their English language proficiency and cultural understanding and provide them with the skills required to be efficient English teaching professionals.

간행물

  • 간행물명
    The Journal of AsiaTEFL
  • 간기
    계간
  • pISSN
    1738-3102
  • eISSN
    2466-1511
  • 수록기간
    2004~2026
  • 등재여부
    SCOPUS,KCI 등재
  • 십진분류
    KDC 740 DDC 420

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