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A Case Study of the Effects and Perceptions ofTeacher Feedback on Korean University Students’ Writing in a Process-oriented Approach
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- 발행기관
- 한국중앙영어영문학회 바로가기
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- 간행물
- 영어영문학연구 KCI 등재 바로가기
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- 통권
- 제56권 4호 (2014.12)바로가기
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- 페이지
- pp.101-133
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- 저자
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- 언어
- 영어(ENG)
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- URL
- https://www.earticle.net/Article/A292975
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7,500원
원문정보
초록
- 영어
- This article aims to investigate the effects of the types of teacher feedback and students’ perceptions when responding to them. Particularly, this study was attempted to explore how two different levels of six student-writers—an elementary and a low-intermediate level—respond to teacher comments in order to improve their drafts in a process-oriented approach. Data was collected through the 18 students’ drafts—a first draft and two revisions, individual interviews, and open-ended questionnaires. The teacher feedback was categorized and its paired students’ revisions were rated. The results show that all students, irrespective of proficiency levels, perceived that positive feedback plays a distinct and essential role that aids students’ motivation and willingness to accept criticism in teacher feedback and to continue working with it, although they noted they were also aware of the usefulness of negative feedback. Interestingly, the elementary level students were able to respond to feedback similar to that of their more proficient counterparts in their second revisions after gaining experience with feedback from the first round of teacher feedback. The data also demonstrated that most students placed more importance on receiving content-based rather than error-based feedback in order to develop their drafts in spite of their linguistic limitations. This study has significant implications for a writing classroom and teacher feedback practices.
목차
I. Introduction
II. Literature Review
III. Methods
1. Participants
2. Data Collection Procedures
3. Analysis and Categorization Scheme
IV. Results and Discussion
1. What Types of Feedback are Most Effectively Used in Developing the Quality of Writing by the Participants?
2. Are There any Differences in Responding to Teacher Feedback According to the Different Proficiency Levels?
3. Which Types of Feedback Do the Participants Perceive MoreImportantfortheImprovementofTheirWriting,Content-orErrorbasedFeedback? Are There any Differences between Proficiency Levels?
V. Conclusion
Works Cited
Appendix A
Appendix B
Abstract
키워드
과정중심쓰기 교사피드백 내용중심피드백 피드백역할 process writing teacher feedback role of feedback content feedback저자
간행물 정보
발행기관
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- 발행기관명
- 한국중앙영어영문학회 [The Jungang English Language And Literature Association Of Korea]
- 설립연도
- 1968
- 분야
- 인문학>영어와문학
- 소개
- 본 학회는 영미어문학의 학술연구와 이에 부합하는 아래의 사업을 기획 수행하며, 또한 회원 상호간의 친목을 도모함을 목적으로 한다. 1. 학회지 발간 2. 연구 발표회, 강연회, 공동연구 3. 영미어문학 관련 도서출판 4. 영미어문학 관계 도서 및 자료의 모집 및 비치 5. 기타 본회의 목적 달성에 필요한 사업
간행물
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- 간행물명
- 영어영문학연구 [The Jungang Journal of English Language and Literature]
- 간기
- 계간
- pISSN
- 1598-3293
- 수록기간
- 1968~2026
- 등재여부
- KCI 등재
- 십진분류
- KDC 840 DDC 810
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