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The Effects of Different Types of Feedback on Revision

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  • 발행기관
    아시아영어교육학회 바로가기
  • 간행물
    The Journal of AsiaTEFL 바로가기
  • 통권
    Vol.4 No.4 (2007.12)바로가기
  • 페이지
    pp.213-244
  • 저자
    Chiharu Nakanishi
  • 언어
    영어(ENG)
  • URL
    https://www.earticle.net/Article/A182166

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원문정보

초록

영어
The purpose of the present study is to examine the effects of feedback and revision on the writing of Japanese EFL learners. The students were divided into four groups, depending on from whom they were given feedback. Forty students participated in this study. The participants were trained to give both self-feedback and peer-feedback in class. After writing first drafts, the students were given feedback in one of the four forms of feedback. (Group A: required to revise after self-feedback, Group B: required to revise after peer-feedback, Group C: required to revise after teacher-feedback, Group D: required to revise after peer & teacher-feedback). The result was that the scores of all groups became higher after each type of feedback, and there was no significant difference according to feedback types. However, the questionnaire indicated that the peer and teacher feedback group most often reported that the comments were useful in revising their drafts.

목차

ABSTRACT
 INTRODUCTION
  Studies on Feedback and Revision
  Revision after Peer Feedback
  Revision after Self-feedback
  Japanese Studies on Feedback and Revision
  Student Views on Different Types of Feedback
 THE PRESENT STUDY
  Research Questions
 METHOD
  Participants and Setting
  Instruments
  Research Design
  Teacher-feedback
  Training of Peer-feedback
  Training of Self-feedback
  Data Collection
  Rating Procedures
  Analysis
 RESULTS AND DISCUSSION
  Research Question
  Research Question
 CONCLUSIONS AND PEDAGOGICAL IMPLICATIONS
 THE AUTHOR
 REFERENCE
 APPENDIX

키워드

writing self-feedback peer-feedback teacher-feedback revision

저자

  • Chiharu Nakanishi [ Kunitachi College of Music ]

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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