Earticle

초록

영어

Kim, Woo-Young. 2012. A Study of Teacher Feedback Types on English Writing among Korean Students. Journal of Linguistic Studies 17(3), 25-44. The purpose of this study is to recognize the necessity of English writing with the development of information communication, and to search for the effective feedback for English writing instruction. This study was implemented with 82 high school students and those students were redistributed into four groups: control group given no feedback, form-based feedback group, meaning-based feedback group, and integrative feedback group. Each group were assigned with a different writing homework every week for 5 weeks. Each group was provided with a different type of writing feedback. At the end of the period, each group's first and last submitted writing compositions were evaluated with analytic assessment method, and the improved scores were statistically analyzed by ANCOVA. The results show that there was a significant difference mostly in meaning-based feedback group, in which the lower level students showed the most noticeable improvement and the high level students drew a small score increase. This study proposes that teachers should instruct English writing by using meaning-focused feedback to help students perform communicative conveys. Also, teachers should use a purposeful feedback with the consideration of the students' level. (Hansei University)

목차

Abstract
 1. 연구의 필요성 및 목적
 2. 이론적 배경
  2.1 쓰기 지도의 필요성
  2.2 쓰기 평가 및 피드백
 3. 연구방법 및 절차
  3.1 연구 대상
  3.2 연구 자료
  3.3 연구 방법 및 절차
 4. 연구 결과
  4.1 피드백 이전의 작문 결과
  4.2 영작문 피드백의 효과 및 효과적인 피드백 유형
  4.3 레벨분류에 따른 피드백 효과
 5. 결론 및 시사점
 참고문헌
 부록

키워드

저자

• 김우영 [ Kim, Woo-Young. | 한세대학교 ]

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  언어학연구 [Journal of Linguistic Studies]

• 간기

  연3회

• pISSN

  1226-9859

• 수록기간

  1996~2026

• 등재여부

  KCI 등재

• 십진분류

  KDC 700 DDC 400