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Student and Teacher Preferences in Written Corrective Feedback
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- 발행기관
- 아시아영어교육학회 바로가기
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- 간행물
- The Journal of AsiaTEFL SCOPUS KCI 등재 바로가기
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- 통권
- vol.14 no.3 (2017.09)바로가기
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- 페이지
- pp.540-547
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- 저자
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- 언어
- 영어(ENG)
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- URL
- https://www.earticle.net/Article/A309782
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4,000원
원문정보
초록
- 영어
- For the most part, teachers and students agree that WCF is an important part of language learning (Corpuz, 2011); however, there is disagreement about the type of feedback that best facilitates students’ development. This disagreement extends both to the typology of WCF (i.e., direct, indirect, metalinguistic) and to the question of whether feedback should be comprehensive or focus on specific error types (Ellis, 2009). Many studies (e.g., Biber, Nekrasova, & Horn, 2011; Kang & Han, 2015) have investigated the effectiveness of WCF in improving writing; however, few researchers have studied teachers’ and students’ perceptions of the usefulness of feedback on specific categories of error. These perceptions impact instruction, particularly when they are not aligned. Students may believe that their teachers have failed to address the most crucial errors in their writing. Conversely. teachers may believe that students have disregard important feedback. This report describes an investigation of preferences in WCF, examining the importance that teachers and students ascribe to five categories of feedback: content, grammar, organization, spelling, and vocabulary. These categories encompass the major areas of WCF. Based on a review of the literature and the state of language education in Thailand, we hypothesized that teachers’ and students’ preferences regarding WCF in the five areas studied would differ.
목차
Abstract
Literature Review
Methodology
Results
Discussion
Conclusion
The Authors
References
Appendix
저자
간행물 정보
발행기관
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- 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
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- 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
이 권호 내 다른 논문 / The Journal of AsiaTEFL vol.14 no.3
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